Rhymes for Rascals: Ages 11+ by Teacher Superstore

RIC-6249 4.3/149

Titles in this series:

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

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.

Name of Purchaser:

Date of Purchase:

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Signature of Purchaser:

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School Order# (if applicable):

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Internet websites

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

View all pages online PO Box 332 Greenwood Western Australia 6924

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

Foreword Rhymes for big 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.Topics chosen for the poems are easy for students to relate to and the language used reflects how they often speak. Rhymes for big rascals will have students enjoying the genre, engaging with literature and wanting more!

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

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

Teachers notes ................................................................................................................................................... iv – v About this book ............................................................................................................................................................... iv Performance guide ............................................................................................................................................................ v Curriculum links . ............................................................................................................................................................. v Boring birthday party .............................................. 2–5 Read and think ............................................................. 4 The capacity of a cup .................................................... 5

Pimple advice ..................................................... 42–45 Pimple advice ............................................................. 44 Adding fractions . ........................................................ 45

Town teacher, country teacher . .......................... 46–49 Word study ................................................................. 48 Royal Flying Doctor Service of Australia . ..................... 49

Forgotten lunch box . .......................................... 10–13 Lunch box contents .................................................... 12 Canteen menu ............................................................ 13

Homing toads . .................................................... 50–53 Bush poetry ................................................................ 52 Making multiples ........................................................ 53

The dreaded Show and Tell ................................ 14–17 Lecturette topics ......................................................... 16 Oral presentation task ................................................. 17

Driving Mum bananas ......................................... 54–57 Skimming ................................................................... 56 Recipe – banana muffins ............................................. 57

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The visit .............................................................. 18–21 Chores . ...................................................................... 20 Timing tasks ............................................................... 21

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The haircut ............................................................. 6–9 Write a procedure ......................................................... 8 Constructing a timetable ............................................... 9

Creepy cockroaches ........................................... 58–61 All about phobias ........................................................ 60 Cockroaches ............................................................... 61

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Hiccups! . ............................................................ 22–25 Patterns in poetry . ...................................................... 24 Science research task .................................................. 25

A really bad day .................................................. 62–65 Using contextual clues ................................................ 64 Comparing mass and capacity ..................................... 65

Alley Cat ............................................................. 26–29 Cat report ................................................................... 28 Investigating symmetry ............................................... 29

The lizard ........................................................... 66–69 Joan of Arc . ................................................................ 68 Aboriginal dot painting . .............................................. 69

Emergency mobile phone ................................... 30–33 Read and think ........................................................... 32 Comparing costs of calls .............................................. 33

Our ark ............................................................... 70–73 Write a recount . ......................................................... 72 Onomatopoeia ............................................................ 73

The burping competition .................................... 34–37 Reciting to an audience ............................................... 36 The Richter magnitude scale ....................................... 37

Happy Christmas ................................................ 74–77 Write a narrative ......................................................... 76 Holiday games ............................................................ 77

Hairy, scary spider .............................................. 38–41 Spider cloze ................................................................ 40 Fractions of shapes ...................................................... 41

Revenge .............................................................. 78–81 Payback pranks ........................................................... 80 Cattle station maths .................................................... 81

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Rhymes for big rascals

iii

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

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

• an original poem

• two blackline masters relating to the poem.

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Teachers notes page

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Curriculum links – English NSW

TS3.1, TS3.2, TS3.3, TS3.4, RS3.5, RS3.6, RS3.7, RS3.8

Vic.

ENSL0401, ENSL0402, ENSL0403, ENSL0404, ENRE0401, ENRE0402, ENRE0403, ENRE0404

LS 4.1, LS 4.2, LS 4.3, LS 4.4, R 4.1, R 4.2, R 4.3, R 4.4

3.1, 3.3, 3.5, 3.6, 3.7, 3.9, 3.10

Qld

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

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Rhymes for big rascals

Boring birthday party Performance guide This poem can be performed as a recitation or as a character poem. The performer(s) can experiment with different voices for the different characters who speak in the poem. They all have different personalities—male, female, authoritative, frightened— all of which can be portrayed in the voice and on the face of the performer(s).

Suggested activities KLA

Activity

English

• Make a class list of games played at children’s parties; e.g. Pass the parcel, Musical chairs, Treasure hunt, Pin the tail. Rate them from most liked to least liked.

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• Students design and create their own interesting indoor and outdoor party games. • Hold a treasure hunt in the classroom. Students must find the card with their name on it, then present it in return for a treat.

Mathematics

• Make inferences about the personality of different characters in the poem; e.g. Ida—environmentalist.

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• Students make inferences about information in the text. (See page 4)

• Use the concept of party bags for problems involving sharing; e.g. ‘If there are 22 children and 110 snakes, how many snakes would they each receive?’ • Work with fractions in relation to using measuring to make a birthday cake.

• Expand on the idea of using a cup as a unit of measurement. (See page 5)

Science

• Students make a birthday cake to share. Discuss the chemical changes taking place while it cooks.

SOSE/HSIE

• Research party games from different cultures or how birthdays are celebrated in different cultures.

• Discuss how most birthdays would have been celebrated 50–100 years ago. Discuss the influence of consumerism and materialism on our society.

HPE/PDHPE

• Play ‘active’ party games, like Musical chairs and Freeze/Statues, to music.

• Discuss tooth decay and the importance of proper flossing and brushing after eating lollies at parties.

The arts

• Students make a paper mâché piñata individually, in groups or as a class.

Technology

• Students design their own Pin the Play them!

on the

games; e.g. Pin the nose on the clown.

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• Students design and make their own party invitations, ensuring all relevant information is included.

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Page 5

1. (b) Possible answer: Snakes are more likely to be found in a rural backyard than (a) or (c). There is no indication that the party was in a desert area.

1. (a) 2 cups (c) 1½ cups

(b) ½ cup (d) 3 cups

2. (a) 4 (c) 8

(b) 6

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2. (a) Possible answer: The writer mentions Uncle Bill, Aunty Lil and his/her mother. 3. (c) Possible answer: The snake escaped up a tree.

3. Teacher check

4. (b) Possible answer: They all breathed a sigh of relief and went inside—‘inside’ is bold for emphasis.

4. (a) One cup of paperclips (c) One cup of gold

(b) One cup of marbles

5. Possible answer: (c) The character was never named or referred to as a he or she.

(b) 1½ cups of cocoa (d) 2 tsp. baking powder (f) 3 cups sugar (h) 1½ cups milk (j) 2 cups water

(a) 4 cups of plain flour (c) 4 tsp. bicarb. soda (e) 1 tsp. salt (g) 4 eggs (i) 1 cup oil (k) 4 tsp. black coffee

6. Teacher check

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Boring birthday party The birthday party at Roger’s, Was a pretty boring affair, ’Til Rita yelled out, ‘Snake … I saw one over there!’

r o e t s Bo r e p ok u S ‘Everyone stay back!’ Shouted my Uncle Bill. ‘I’ll put it in this bag.’ ‘You’re mad!’ said Aunty Lil. ‘It’s getting away’, I yelled. ‘It’s going up that tree.’ ‘That’s okay’, said Ida. ‘It’s harmless. Let it be.’

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‘Show me’, said Bill (who’s brave) Grabbing a rake and a stick. ‘Where did it go?’ asked Leah. ‘I see it. In the tree. Quick!’

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But Thomas, Ben and Jack Started shaking the tree. The poor little snake fell down— And it landed on me!

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o c . che e r o t r s super ‘Aaargh!’ I screamed, terrified. My mother shouted, ‘Eeeek!’ I had my eyes closed tight. I was too scared to peek.

The snake then looked at me, Slid down and slithered away. We all breathed a sigh of relief And went inside to play.

Lee-Ann Holmes©

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Rhymes for big rascals

Read and think Circle the answer you think is most likely. Give reasons for your choice. 1. Where do you think the birthday party in the story took place? (a) at the town pool (b) a rural backyard (c) a city suburb

(d) the desert

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3. What type of snake do you think it was? (a) a rattlesnake (b) an eastern brown

(d) Country Women’s Association (CWA) ladies

(d) a cobra

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2. What kind of group was invited to the party? (a) relatives (b) school friends (c) a Scouts group

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4. At the end of the poem, why did they go inside? (a) there was no party food left (b) they were worried about there being more snakes (c) they wanted to watch television

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5. What gender was the main character in the poem? (a) boy (b) girl (c) either

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The capacity of a cup

(a) 500 g =

(b) 125 g =

(a) One cup of water

(b) One cup of erasers or one cup of marbles?

or one cup of glue?

250 g

5. Mrs Jones wishes to double her chocolate cake recipe to cater for extra guests. Double the amount required of each ingredient.

125 g

(a) 2 cups plain flour

(b) ¾ cup cocoa

(d) 1 tsp. baking powder

(e) ½ tsp. salt

(f) 1½ cups sugar

(g) 2 eggs

(h) ¾ cup milk

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1. One cup holds 250 g. How many cups would I need to measure the following amounts?

or one cup of paperclips?

cups

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4. Circle which you think would weigh more.

cup (i) ½ cup oil © R . I . C . P u b l i cat i ons (c) 375 g = cups (j) 1 cup water or r evi ew pur se s onl y• (d) 750• g= f cups p (k) o 2 tsp. black coffee 6. Name four other uses for a cup.

• Use as a scoop for washing powder.

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(a) How many cups of water are in 1 L?

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(b) How many cups of water are in 1½ L?

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2. Answer the questions.

3. Name five things in the classroom that hold about the same amount as a cup.

•

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More?

Research or test your predictions in Question 4, using a set of scales.

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Rhymes for big rascals

The haircut Performance guide This is a recitation or a character poem for an older boy (or a girl dressed as a boy), due to the fact that shears with a number two trim guide are used. Glasses, bow tie and suspenders would work well as costuming.

Suggested activities KLA

Activity

English

• Students explain the ‘twist in the tale’ at the end of the poem. • Ask: What words would you use to describe how you felt when you had your first haircut (that you remember)?

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• Cut hairstyles out of magazines. Hold class votes to decide on the nicest hairstyle, weirdest hairstyle etc.

Mathematics

• Referring to the text, students give reasons why the main character was a little upset. How would the students feel if in the same situation?

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• Students write a procedure for a haircut, outlining the goal, materials needed, a sequence of steps and an evaluation. (See page 8)

• Use lengths of hair as examples for problems; e.g. ‘James’s hair is 13 cm shorter than Joanne’s. Joanne’s hair is 25 cm long. How long is James’s hair?’

• Complete problems related to time; e.g. ‘If it takes 15 minutes to cut a person’s hair, how many haircuts could be completed in 5 hours?’ • Work out an appointment timetable for a hairdresser. (See page 9)

Science

• Each of us has approximately 120 000 hairs on our head. Students find out nine more facts about hair and present these orally to the class.

SOSE/HSIE

• Show pictures of different hairstyles and discuss how certain hairstyles can give people a stereotypical view of others. How can it incorrectly alter our perception of a person?

HPE/PDHPE

• Learn about head lice, and weekly conditioning and combing for the prevention and treatment of head lice as an alternative to chemical treatments.

The arts

• Explore facial expression. Play-act the expression of the principal when he looked in the mirror. Show a different expression for the mother when she realised the hair was cut too short.

• Construct a video documentary of the procedure involved in giving a haircut. (Students pretend to cut or use wigs.)

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Technology

Answers

Page 8

Teacher check Page 9

• Show students a set of clippers and trim guides to explore how different lengths of hair are achieved.

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1. Three haircuts 2. Three haircuts 7. About 35 minutes

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• Hold a ‘crazy hair’ day. Have prizes for the most colourful, most decorative etc.

Timetable

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(1.10 am – 1.30 pm, 2.15 pm – 2.30 pm)

9.00 am – 10.00 am Haircuts: 9.00 am – 9.15 am, 9.20 am – 9.35 am, 9.40 am – 9.55 am 10.00 am – 10.05 am Morning tea break

10.05 am – 12.00 pm Colouring hair: 10.05 am – 11.05 am

Haircuts: 11.05 am – 11.20 am, 11.25 am – 11.40 am, 11.45 am – 12.00 pm 12.00 pm – 12.30 pm Lunchbreak 12.30 pm – 3.00 pm Blow-wave: 12.30 pm – 1.00 pm Eyebrow wax: 1.00 pm – 1.10 pm Time for phone calls: 1.10 pm – 1.30 pm Trim and blow-wave: 1.30 pm – 2.15 pm Time for phone calls: 2.15 pm – 2.30 pm

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The haircut I’m not leaving the house. I simply just can not. Everyone would laugh At the new haircut I’ve got. Mum got the clippers out And thought she’d have a go. I should not have let her. I should have said, ‘Heck, no!’

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Use a number two, To go a wee bit shorta. She stopped quite abruptly ’Cos two was really short. She wondered should she continue, Or simply just abort.

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r o e t s Bo r e p ok u Round the ears with number four, S Then she thought she oughta

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‘It’s not that bad’, she comforted. ‘It will eventually grow back.’ ‘It’s okay, Mum’, I said. But I was having a heart attack!

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She handed me a mirror, And I screamed, ‘Oh, Mum!’

o c . che e What will all the kids say r o t When I have to go to school? r s super I’ll be the brunt of jokes, Teasing and ridicule. Maybe I can wear a hat, Or pretend that I am ill? But you can’t do things like that, When you are the principal! Lee-Ann Holmes© R.I.C. Publications®

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Rhymes for big rascals

Write a procedure Title

Sequence of steps Each new action needs a new step

Goal What do you want as the outcome?

Evaluation Is the customer happy?

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Materials Things you need

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How to perform a haircut

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Constructing a timetable On Tuesdays, Ainsley’s hours at the salon are from 9 am until 3 pm. Write each time and event on the timetable for her. Timetable 9.00 am – 10.00 am

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2. After her 5-minute morning break, Ainsley is colouring a man’s hair, which will take 1 hour. How many haircuts can she fit in before her lunch break at midday? (Show working)

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1. Ainsley begins work at 9.00 am and stops for a morning tea break at 10.00 am. It takes Ainsley 15 minutes to perform a trim. If she spends 5 minutes cleaning up between each trim, how many can she fit in before her break? (Show working)

10.00 am – 10.05 am

10.05 am – 12.00 pm

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3. At 12.30 pm, a young lady is booked in for a blow-wave, which will take half an hour. 4. Next is an eyebrow wax, which takes 10 minutes.

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12.00 pm – 12.30 pm

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5. Another customer is booked in a for a trim and blow-wave at 1.30 pm.

6. Mrs Simpson is booked in at 2.30 pm to have her hair set in curlers. This process takes half an hour.

12.30 pm – 3.00 pm

7. Ainsley needs to fit in some time between lunch and 3.00 pm to return phone messages. How much time will Ainsley have to do this? (Show working)

3.00 pm

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Rhymes for big rascals

Forgotten lunch box Performance guide ‘Forgotten lunch box’ could be performed as a recitation or as a character poem, using a lunch box in a school bag as a prop. The student could pick the bag up at the beginning of Verse 3. Verses 3, 4 and 5 lend themselves to great mime possibilities: open the lid slowly, hold the nose, screw up the face, look the opposite way while holding the lunch box at arm’s-length. There is a great opportunity to show a range of skills by using different voices.

Suggested activities KLA

Activity

English

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• In groups, students give reasons why the lunch box could have been forgotten (perhaps drawn from personal experience). • The story in the poem took place at the end of the holidays. List jobs to be completed before returning to school; e.g. buy uniforms, scrub school bag, cover books.

Mathematics

Science

• Students list the items in their lunch box for today. Categorise as healthy or unhealthy. (See page 12) • Students practise use of pronunciation, gesture and facial expression to recite the poem.

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• Discuss the words ‘cool’, ‘dillydally’ and ‘yucky’. Obtain their meaning from contextual clues.

• Discuss how much lunch would cost at different establishments; e.g. restaurant, sandwich bar, fast-food outlet. Compare to the price of making a sandwich at home. • Discuss different possible shapes of lunch boxes; e.g. round, diamond. Decide which are more practical. • Students study a school canteen/tuckshop menu. What could they purchase for under $5? (See page 13)

• Using supermarket catalogues, students determine what family meals they could make for under $20. • Grow some mould on different foods. Which foods grew mould first?

SOSE/HSIE

• Research blue vein cheeses and other types of food that contain mould. Why can they be eaten? • Learn the meaning of ‘siesta’ and why it occurs in different countries.

• Discuss economic and ecological factors associated with the production and consumption of food.

HPE/PDHPE

• Design a healthy lunch. Try to incorporate each of the food groups.

• Discuss the importance of refrigeration of food and proper reheating of food.

Technology

• Students consult with parents, teachers and peers to design a lunch box. Consider a cold section and/ or hot section, drink compartment, size and practicality.

Answers Page 12

Teacher check Page 13 1.

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• Using role cards, students mime eating different foods for others to guess; e.g. peel and eat a banana.

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The arts

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(a) $3.60 (b) $4.00 (c) $3.40 (d) 7 (e) Ham, and ham and salad (f) 2 cakes or 2 icy cups or one of each. (g) (i) $0.90 (ii) $1.30 (iii) $0.60 (iv) $2.70 (v) $1.10

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Forgotten lunch box

r o e t s B r e But Mum calls from the kitchen, o p ok ‘Where’s your lunch box, Sally?’ u my bag! S OhNo no,timeit’stoindillydally! I close my door and grab my bag And open it real slow. I remove the lid from the smelly box Where things have started to grow! Something’s squashed up in the corner. Something furry, green and blue. Was it an apple or a sandwich? Oh, it’s disgusting. Eeeeeww!

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I’m putting on my socks and shoes Getting ready to go to school. First day back after holidays Is always pretty cool.

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And what’s this other yucky thing? It’s mushy, brown and rotten. I guess I shouldn’t be surprised For two weeks it’s been forgotten. ‘Sally … lunch box’, calls my mum. She’s heading right this way! I didn’t think that I’d begin Term Two like this today.

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o c . ch e I sneak off into Mum’s room r er o t While she goes into mine. s super But what to do with this smelly stuff? I’m running out of time! So I tip the stuff under Mum’s pillow Wipe the box out with Dad’s towel. Then sneak it back to the kitchen Before Mum has a chance to growl! Lee-Ann Holmes©

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Rhymes for big rascals

Lunch box contents Answer the questions.

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2. Sort the contents of your lunch box as either healthy or unhealthy. Healthy

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1. What’s in your lunch box today?

Unhealthy

The food groups (listed in the proportion of what we should eat) are:

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bread, cereals, rice, pasta and noodles

vegetables and legumes

fruit

milk, yoghurt and cheese

lean meat, fish, poultry, eggs, nuts and legumes

fats, oils and sugars.

We also need to drink plenty of water.

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3. Tick which food groups you have eaten from during breakfast and lunch today!

More?

Plan a healthy breakfast, lunch and dinner menu. Add healthy snacks. .

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Canteen menu

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Fictionville Primary School Canteen Menu

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Counter sales Home-baked cakes . ............................................... $0.50 Chips (small) . ......................................................... $1.50 Icy cups .................................................................. $0.50

Rolls Beef and salad ....................................................... $2.50 Ham and salad ....................................................... $2.60 Chicken and salad .................................................. $2.90

Drinks Flavoured milk ........................................................ $1.50 Juice . ..................................................................... $1.50 Bottled water ......................................................... $1.50

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Sandwiches Ham ........................................................................ $1.80 Chicken . ................................................................. $2.20 (with salad) ............................................................ $0.20

(a) How much would it cost to buy two ham sandwiches?

(b) How much would it cost to buy a beef and salad roll and a flavoured milk?

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(d) How many home-baked cakes could I buy for $3.50?

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(e) What sandwiches could I buy for $2?

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(f) What could I buy for $1 over the counter?

(g) What change would I get from $5 if I bought a:

(i) ham and salad roll and juice?

(ii) chicken sandwich and bottled water?

(iii) chicken and salad roll and chips

(iv) ham sandwich and cake?

(v) chicken and salad sandwich and juice?

More?

Choose your own healthy lunch for under $5.

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The dreaded Show and Tell Performance guide There are many opportunities here to show good facial expressions and actions while students pretend they are sick: holding one’s stomach, doubling over slightly, screwing up one’s face. Using different tone and pitch in his/her voice, the performer can show a real contrast between when he/she is speaking to Mum and when speaking to the audience. The first two lines can be directed slightly off centrestage to show that he/she is speaking to Mum. The student should look centrestage when speaking to the audience and remember to make the ‘Mum’ voice different from his/her own.

Suggested activities KLA

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English

• Ask the students if they like participating in public speaking. It is always easier to speak about what you know. Students name three topics they would feel comfortable speaking about. • Go through some tips on public speaking; e.g. stance, eye contact, volume, expression.

Mathematics

Science

• Ask: Have you ever pretended to be sick to ‘wag’ school? What was the reason? • What messages did the poet intend to relay to students in this poem?

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• Conduct some impromptu lecturettes. Students initially work in pairs to build up their confidence. (See page 16)

• Hold a class lecturette competition. Five winners/class could perform to the Principal/guests.

• Have students estimate the length of one minute. Make a starting time, then each student raises their hand when they think one minute is up. • Students suggest activities that would take 1, 3 and 5 minutes to complete; e.g. brushing teeth, having a shower.

• Students choose an animal they’d like to speak to the class about. They then prepare a two-minute talk on their animal. (See page 17)

SOSE/HSIE

• Invite somebody from a public speaking group (such as Toastmasters™) to speak to the students about public speaking.

HPE/PDHPE

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

The arts

• Organise some mood music to go with a prepared speech.

• Write and perform a speech while a partner makes appropriate sound effects. • Design posters for a lecturette competition encouraging students to enter.

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Answers Page 17

Teacher check oral presentation

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The dreaded Show and Tell

‘Mum, oh jeepers, Mum I’m not feeling well.’ I don’t want to go to school ’Cos today I have Show and Tell.

‘You’d better go to school today ’Cos you have Show and Tell. Don’t tell me that is why You’re not feeling well!’

I’m a pretty clever kid, Although I hate to boast. But talking in front of the class, Is what I hate the most.

‘Well actually,’ I say to Mum, ‘The answer to that is “Yes”. Speaking to the class … Fills me with distress’.

I can never pick a topic. I don’t know what to say. My stomach twists and turns; It fills me with dismay.

So my mum sat me down And told me what to do. Make sure the topic I choose, Was something that I knew!

I screw my face right up To look like I feel lowly.

‘How to fake an illness When you have Show and Tell!’

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Lecturette topics • The following are examples of impromptu lecturette topics which can be used firstly in pairs, then groups, and then in a whole-class situation. • When given a card, students can take 15 seconds to study the topic, then speak for 15 seconds about the topic given. • Lengthen the time of the lecturettes as students become more confident at speaking in front of their peers.

If I was an r o e t s B r Sunday is Funday! inventor, I would e o p …o u k S

Eating junk food is bad for your health.

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When I am Prime Minister, I will …

My favourite sport is because …

Every student should have a laptop computer.

Slip, slop, slap

When I grow up …

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Australians are …

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My favourite indoor activity is …

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Cats should be kept indoors.

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Oral presentation task Prepare a two-minute talk on an animal of your choice. Complete the table below, using your research notes to help. Name of animal:

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Life cycle © R. I . C.Pub l i cat i ons •f orr evi ew pur posesonl y•

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Eating habits

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Habitat

Description of animal

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Picture of animal

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Predators and defence

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The visit

Performance guide

This poem has two stressed syllables in every line: ‘You know what I hate?’ Students should take care to observe the commas or full stops at the end of each line and adjust their voice for the pause accordingly. The performers can show their skill at using three different voices in this poem.

Suggested activities KLA

Activity

English

• Discuss who the poem would be suitable to perform to. More than one particular group? Why? (Most people can relate to the situation in the poem.)

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• Students make a list of household chores. Suggest ways they could be made more interesting: e.g. play music during chores; reward yourself at the end of chores with a TV program, game. Look at the sequencing of events. (See page 20)

Mathematics

• In groups, students discuss tips that could make housework quick, easy and more efficient. Students prepare and present a summary of decisions reached by their group. • Give reasons why you would want your house to be clean and tidy.

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• In groups, make a list of funny housework avoidance hints; e.g. 1. Delegate, 2. Forget.

• As a homework activity, students time how long it takes to do different jobs; e.g. make bed, unstack dishwasher. Display this information on a bar graph. (See page 21) • Students interview different adults for their opinions about what new household appliances they would like. Use a matrix to display the information.

Science

• List and discuss home appliances (e.g. vacuum cleaners and washing machines) as labour-saving devices.

SOSE/HSIE

• Discuss the ‘politics’ of housework; men’s and women’s roles, stereotyping, social constraints.

• Ask: How has having women in the workforce changed gender roles? Discuss how social trends have influenced family structures. • Make up aerobic exercises that simulate housework; e.g. sweeping the floor, picking up toys. Do the exercises to music.

The arts

• The Japanese have built a robot designed to help their aging population with housework. Students draw their own robot for this purpose and use specific tone and expression in dialogue to advertise their robots to their peers.

Technology

• Consult with adults to design a new appliance. Explain its functions using charts and labels.

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Answers may vary • Unlocked the door • Turned on lights and fans • Removed cobwebs from the ceiling with a broom • Picked students’ items up from the floor • Vacuumed carpet • Emptied bins • Dusted shelves • Turned off lights and fans • Locked door • Left

Page 21

Teacher check

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The visit

© R. I . C.Publ i cat i ons ‘James, clean the lounge. You know what I hate? •When f or evi e w pur po es oroom. nl y• Nat,s clean your I’m r watching a show, ‘Oh Meryl, how are you? Yes, that would be fine.’ Then she looks at the clock And takes note of the time.

We all run around In one big, mad rush. And really, I think mess Wouldn’t worry Gran much.

And starts having a fit!

Your house I adore.

‘Blimey! Quick kids! Turn off the TV. Your grandma is coming. She’ll be here by three.

‘But how do you always Keep it looking so mink?’ Then Gran looks at me, And gives me a wink!

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Beth, don’t just sit there, Go and get me the broom.’

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And the telephone rings, And Mum says, ‘Hello?

o c . Then Mum smooths her dress, She ends byc saying, e h r Andt opens the door. ‘Looking forward toe it r …’ o s s r u eGran says, ‘Oh Jenny, Then she puts down the phone, p

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Chores Complete the activities. 1. Add to the list of household chores. Suggest ways they could be made more interesting. Chore

Would be more fun if …

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washing up

2. Read the following short passage slowly. Note how it is written in sequence. Using bullet points, list it as a shortened version.

The cleaner walked to the classroom in B block and unlocked the door. She went inside and turned on the lights and fans. Taking a broom, she removed any cobwebs hanging from the ceiling. She picked up a pencil case from the floor, read the name on it and put it on the corresponding desk. After picking up other students’ fallen items, the cleaner vacuumed the carpet. Next, she emptied the rubbish bins and dusted the shelves. Finally, the cleaner turned off the lights and fans, locked the door and left.

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Timing tasks Complete the tasks.

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1. Using a stopwatch or a watch with a second hand, time how long it takes you to complete different housework jobs.

2. Display the above information in the form of a bar graph. Write the jobs along the horizontal axis.

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Time taken in minutes

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100 90 80 70 60 50 40

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30 20 10 0

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Hiccups! Performance guide ‘Hiccups’ could be performed as a recitation, but would be even better as a character poem! ‘Laaaaaa’ can be sung like an opera singer, then demonstrate how Mick had to ‘flap his arms and walk and squawk like a pink galah!’ Exit the stage hiccupping.

Suggested activities KLA

Activity

English

• Students perform the poem using pace, volume, pronunciation, movement, gesture and facial expression to make meaning.

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• Discuss ways the author has tried to engage the interest and attention of the audience. • Play a harmless trick/prank on someone; e.g. swap a few dresses from Mum’s wardrobe with a few shirts from Dad’s. Write about their reactions. • Identity the patterns for different types of poetry and different rhyming patterns—AABB/ABAB/ ABBA/ABCB. (See page 24)

Mathematics

• Assume the role of Mick in the poem. Write a diary entry or letter from that character’s point of view.

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• Write an apology (transactional text) from the main character to Mick.

• Use hiccups for problem solving; e.g. ‘If I hiccupped once every ten seconds, how many times would I hiccup in one hour?’

• Plan and carry out data collections of how people have cured hiccups. Students create their own data record templates and choose and construct appropriate displays for the data. • Identify the rhythm pattern in the poem. How many syllables are in each line?

Science

• Students complete a research task on hiccups (internal structures). What is a hiccup? Does something trigger them? Is there a cure for hiccups? (See page 25)

SOSE/HSIE

• Hiccups are a temporary condition. Discuss permanent disabilities/impairments. Plan ways to assist people with these.

HPE/PDHPE

• Brainstorm to think of instances when hiccups could be dangerous to your health.

The arts

• Produce the poem as a comic where the only written word is ‘Hic!’

Technology

• Students use the library/Internet to research the world record for the number of hiccups.

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Page 24

1. Ayre/hair/stare; wink/pink 2.

Possible answer: There was a young judge from Peru Who found a stone in his shoe. He danced such a jig That off fell his wig And landed right in the stew!

Page 25 Teacher check

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Hiccups! The other day my brother, Mick, had hiccups really bad. He couldn’t talk, he couldn’t eat and he was going mad. I thought I’d play a trick on him and have some fun as well. I told him I had just the cure! He’d soon be feeling swell.

r o e t s Bo r e p o u He did all that, we waited, then we heard a little ‘Hic!’ k S I jumped right in to happily prolong my little trick.

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I said that he must sing the op’ra. Any note, like ‘Laaaaaa’. Then flap his arms and walk and squawk just like a pink galah!

‘Now next you must hop on one foot while clapping out a tune. Please don’t give up,’ I said to Mick, ‘I’m sure they’ll be gone soon’.

He finished clapping ‘Three blind mice’ and was quite out of puff. I laughed and laughed which made him realise, then he called my bluff.

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Patterns in poetry Here are some different types of poetry: limerick – A whimsical poem of five lines that depends on rhythm and rhyme and has a AABBA rhyme scheme. haiku

– A Japanese three-line poem of usually 17 syllables.

senryu – A humorous poem dealing with human affairs, usually written in the same form as haiku. shape

– Shape poems that resemble the form of the subject matter.

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acrostic – The first letter in each line forms a word or phrase.

quatrain – Four lines, with four types of rhyme: AABB, ABAB, ABBA or ABCD.

Looking at limericks!

1. Identify the words that rhyme by underlining them. Use the same colour for similar rhyming words.

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couplet – Two successive lines of verse, usually rhyming and of the same length.

There was a young lady from Ayre,

Who wanted to change her brown hair. In the space of a wink, She dyed it all pink,

And now when she’s out people stare!

Lee-Ann Holmes©

Some helpful rhyming words cook shook

tree me

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There was a young judge from Peru

Who found a

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knees please

sun fun

night right

jig wig

birth worth

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stew shoe

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More?

Try this one! There was an old man from

…

or There was a(n) 24

Rhymes for big rascals

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Science research task Hiccups! We all seem to get them now and then, and babies suffer from them quite a lot. We have all tried numerous remedies to rid ourselves of them, such as drinking a glass of water back to front, holding your breath and swallowing—but how much do we really know about hiccups? Your task—research information on the following:

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1. What is a hiccup?

2. What can trigger hiccups?

3. Is there a cure for hiccups?

You will be marked on the following criteria: Area

Level of attainment

Knowledge

❏ Showed limited understanding of how hiccups occur, possible triggers and plausible cures for hiccups.

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You will present your information orally to the class. You can use diagrams, tables, charts, a PowerPoint™ presentation, or combinations of the above.

❏ Was able to understand ❏ Showed in-depth how hiccups occur, understanding of how and included possible hiccups occur, included triggers for causing possible triggers for hiccups and plausible causing hiccups and cures for hiccups. plausible cures for hiccups.

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Self and others

Signed: Comments

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information

easily read

information

❏ Limited engagement with the problem

❏ Engaged with the problem

❏ Oral presentation limited

❏ Oral presentation satisfactory

❏ Engaged efficiently and confidently with the problem

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Did not complete the task

❏ Oral presentation was of a high quality

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❏ Adequate organisational ❏ Highly organised and skills self-motivated Overall mark:

Rhymes for big rascals

Alley Cat Performance guide A possible costume for this poem could be for the student to make himself/herself look like a beaten-up old cat. After the last line, the performer could fall down on the stage to play dead.

Suggested activities KLA

Activity

English

• Students use contextual clues to work out meanings of ‘scat’, ‘treading’, ‘mangy’ and ‘hence’. • Write the numbers 1–9 and list how each of the cat’s lives were lost.

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• As a whole class, students list as many different breeds of cat as they can think of. Use the ‘Hot potato’ strategy, where students record answers on a sheet of paper before passing it on to the next person in the group. • Allot a name to and give a description of Alley Cat.

Mathematics

• Watch the movie Garfield with the students. Write character descriptions of the characters in the movie.

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• Learn some interesting facts about cats. (See page 28)

• Alley Cat saw his reflection in the pool. Study reflection and symmetry. (See page 29) • Do a number study of 9; e.g. $9999 x $99 = ____, 99 x ___ = 9999.

• Play ‘Buzz’ with the number 9. Count in ones around the class and each time a number with a 9 or multiple of 9 is reached, the student must say ‘Buzz’ instead of the number.

Science

• Cats and their faeces sometimes spread disease/illness; e.g. eggs of the toxocara worm. Research these diseases and how to prevent them.

SOSE/HSIE

• Research the significance of cats in Ancient Egypt.

• Predict the possible impact of feral cats on our native wildlife if their numbers escalate.

HPE/PDHPE

• Play the game ‘Cat and mouse’. Students add their own variations.

The arts

• Watch the musical Cats or learn a song from it.

• Move like cats to orchestral music. Each pair of students can create a sequence of four dance moves, which is then joined onto the sequence of another pair.

• Students interpret dance movements related to cats. Technology

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Answers Page 28

Teacher check Page 29 (a)

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• Make a movie animation of the poem on the computer to present to the class.

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(c)

(d)

(e)

(f)

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(g)

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Alley Cat

When I discovered the butchery I thought I was in heaven. Twice he caught me stealing. You guessed it—lives six and seven.

It all started on the road Right before I knew How fast cars could travel. Bye-bye lives one and two.

Another time I tired of waiting For dinner to arrive, So I nibbled on a poisonous toad. That ended number five.

Hey, look. What’s this long string? Is it a powerline? Let me see. Zzzzzzzzt!

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Then a rotten, mangy dog Chased me up a tree. I climbed so fast I slipped. Hence, life number three.

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Well, hi there everyone! My name is Alley Cat, But when most people see me They simply call out ‘scat’.

. te One day I made a flying leap Then I studiedomy reflection. I’m treading very carefully, c . Yes, I was a fool. My movements very slow c Right through my kitty door. e r My reflection was in water. No-one told me it was locked. o ’Cos cats have only nine lives h e t r s s r efour. Life eight went in the pool. There wentu lifep number And I’ve only one to go.

Ooops! I think that’s number nine. Lee-Ann Holmes©

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Cat report Read the following information and jot down different points of interest to you in the box at the bottom of the page. Alley cats are also termed feral cats and are considered a nuisance by many people. These cats are homeless and have to rely on anything they can find for their next meal. Unfortunately, quite often it’s our native wildlife that suffers. Domestic cats also hunt our native wildlife, which is why cats should be kept indoors during the night. There are two types of cat, pedigree and moggy (non-pedigree). There are more than one hundred different pedigree breeds of cat and more are being created all the time. Here are some interesting facts about different breeds of cats:

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The Bengal cat loves water! It will often try to hop in the shower with its owner. Instead of meowing, the Bengal cat makes a chirruping noise like a bird. The British blue breed has gold-coloured eyes and almost died out in the 1900s. Cornish rex likes to play fetch with its toys (like a dog). Birmans have sapphire-blue eyes and four white paws which look like gloves. There are many different Persian or long-haired cats whose fur needs grooming everyday so that it doesn’t tangle. Siamese cats love to ‘talk’ to you and are very welcoming to visitors. But they will let you know they are present if they aren’t getting enough attention!

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Investigating symmetry 1. Draw the mirrored image of each shape to show reflective symmetry. 2. Draw new lines of symmetry where possible.

(b)

(c)

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(d)

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Emergency mobile phone Performance guide This poem could be performed as a recitation or a character poem (with a few well-chosen gestures). The voice used should be conversational, like a teenager’s and with an indignant air at the end of the poem … like … what’s the problem?

Suggested activities KLA

Activity

English

• Students write a recount of an emergency when an ambulance had to be called to their house or a neighbour’s house.

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• Students use pace, gesture, volume and facial expression to recite the poem.

• Order the ‘emergencies’ from the text. What type of emergency had the mother intended the phone to be used for? (See page 32) • Make up dial tones to suit given television characters; e.g. Homer Simpson—‘D’oh!’ • Give reasons which support the mother’s decision to take the phone off the daughter. Mathematics

• Time, record and compare how long it takes to send a text, make a phone call and write a letter giving the same information.

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• Write a letter to police asking what is classified as an emergency.

• Perform problem-solving tasks with costs of calls; e.g. ‘300 one-minute calls at $1.20 per minute would cost?’ • Study an itemised phone bill. Compare the costs of peak and off-peak calls. (See page 33)

Science

• How do mobile phones work? Research wireless technology uses in communication.

SOSE/HSIE

• Research the first models of mobile phones; their size, weight and coverage. Compare to modern phones. • Discuss problems associated with students and mobile phones; e.g. peer pressure, bullying, cost, antisocial behaviour, lack of physical activity.

HPE/PDHPE

• Role-play scenarios where students have to ring the emergency number. Students give information on the sex, age and type of injury of the patient. • Discuss and list ways students can keep themselves safe in an emergency situation.

The arts

• Learn/Play the song ‘Ring, ring’ by ABBA. • Design a poster advertising a fictitious mobile phone company. • Discuss other means of communication; emails, letter writing, fax, landline phone. Examine advantages and disadvantages of each.

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Answers Page 32 1.

Order

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Bev

Help with homework

Sharon

Bill dumped Gail

Maree

Sleepover at Trudy’s

Jan

Saying her brother is a liar

Clare

Asking if going to the movies

Michaela Broken fingernail

Rachel

Asking what she’s watching on TV

2. Possible answers: missed the bus, hurt, training was cancelled 3. (a) F

(b) T

(d) F

(e) T

(f) F

4. Teacher check Page 33

1. (a) 2

(e) $25.10

(i) No

(b) No

(f) Peak

(j) $60.24

(g) $1.00 per minute

(k) It is better to call during off-peak time.

(d) 4 minutes, 33 seconds

(h) $6.27

(l) Make long-distance calls during off-peak time or text when possible.

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Emergency mobile phone I had a mobile phone For an emergency. Only to be used in A matter of urgency. Like if there’s an accident, Or something is on fire. So … I called Jan to say Her brother is a liar.

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What she’s watching on TV. Rang Bev for homework help. Maths problem Number 3. Of course I called Sharon, When Bill was dumping Gail. And rang Michaela when I broke my fingernail.

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I had to see if Clare Was going to the movies. I rang to tell Maree about My sleepover at Trudy’s.

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But now all that has changed. Mum took my phone off me. Now what will I do In an emergency? Mum won’t give it back. It’s driving me up the walls! All just because I made 300 emergency calls! Lee-Ann Holmes©

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Read and think 1. Next to each friend, write the ‘emergency’ for which she was called. Mark their numerical order as they appeared in the poem on the left-hand side of the table. Order

Friend

Emergency

Bev Sharon

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Michaela Rachel

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Clare

2. Now list the types of emergencies you believe the mother intended the phone to be used for!

•

(a)

The character had a sleepover at Maree’s.

(b)

Bill dumped Gail.

(c)

(d)

(e)

(f)

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The character needed help with her English homework.

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Something was on fire.

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The character broke a fingernail.

The character checked if Sharon was going to the movies.

4. Make a list of SMS shortcuts used when writing messages on mobiles; e.g. GR8 – great. means

means

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Comparing costs of calls The following table shows Mr I M Broke’s phone bill for one month. Study the table and answer the questions below.

Power to communicate

111–113 The Global Conquest Communications Centre, Cnr Guildford Road & Leake Street, Bayswater 6053 Western Australia (w) 08 9555 1122 (f) 08 9555 3344 (email) www.electrakcom.com.au (24-hour online service available)

For queries call: 0011 555 5566

Mr I M Broke 217 Pauper Lane Tufftimes Valley WA 6543 Date

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

Period

Call charge

Charged amount

5489 3058

00:00:00

Off-peak

0.22

7990 4973