Read And Succeed: Book 3 by Teacher Superstore

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Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Front cover: Photographer: Kaye Howard Student model: Amy Cooke

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The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

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Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 844 6 2

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educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act.

Contents Teachers’ Notes Australian Curriculum Links

4 4

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Dinosaurs Down Under

6 7 8 9 10

Believe It Or Not

The Youngest ANZAC Comprehending Texts Language Features 1 Language Features 2 Scanning For Meaning Responding To A Text

37 38 39 40 41

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Comprehending Texts Language Features Scanning For Meaning Making Meaning A Cloze Activity

Why Wear A Uniform?

Comprehending Texts Making Meaning Scanning For Meaning Language Features A Cloze Activity

12 13 14 15 16

Comprehending Texts Language Features 1 Language Features 2 Scanning For Meaning Your Opinion

43 44 45 46 47

The Mystery Of Kaz IIs © ReadyE u b l i c a t i o n 18 dP Comprehending Texts 19 Language Features 1 •f orr evi ew20 pur p ose so2nl y• Language Features

Deadly Quest

21 22

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Ned Kelly: Hero Or Villain? Comprehending Texts Differing Views Scanning For Meaning Careful Reading A Cloze Activity

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Surfing Comprehending Texts Making Meaning Scanning For Meaning Another Text Type Comparing Texts Procedural Texts

Scanning For Meaning A Cloze Activity

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Comprehending Texts Making Meaning Scanning For Meaning Language Features A Cloze Activity

49 50 51 52 53

Creative Genius 24 25 26 27 28

Comprehending Texts Making Meaning 1 Making Meaning 2 Scanning For Meaning Responding To A Text

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60-63

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Teachers’ Notes Read and Succeed Book 3 is written for lower secondary students who are struggling to keep up with their peers, and is therefore linked to the Year 5 English Curriculum. Researchers and teachers know that a student’s fluency in reading increases as the student reads more often, and experiences success and enjoyment as their skills develop.

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It is important to remember that secondary students experiencing difficulty with reading must be retaught basic literacy skills and concepts that they may have had difficultly processing in earlier years for whatever reason. When they acquire these skills, they will begin to gain confidence putting them into practice.

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Students at lower secondary level who are not reading at their expected level of competency are more likely to engage with texts about fascinating subjects. In Read and Succeed Book 3, students will read a range of texts that are likely to be of interest to them and complete language activities that focus on the student succeeding with reading. The book uses short paragraphs to develop key ideas. Ideas on how to use the book: •

Model effective reading strategies by reading to the student or group. Ask questions before, during and after reading.

© ReadyEdPubl i cat i ons • • Actively teach comprehension skills. Discuss how to e work out the meanings f o r r e v i e w p u r p o s s o n l y• of unfamiliar words, make predictions, summarise main ideas, identify literal •

Discuss the topic of each unit and encourage students to contribute their prior knowledge of the topic. Prior knowledge helps with understanding.

information and make inferences. Encourage students to work in cooperative groups so that they experience success.

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Develop students’ confidence in reading so that when they read they will succeed. When they succeed they will read more and develop their skills and enjoyment of reading.

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Language ACELA1797 ACELA1500 ACELA1502 ACELA1504 ACELA1505 ACELA1506 ACELA1508 ACELA1512 ACELA1513

Literacy ACELY1701 ACELY1702

Literature ACELT 1608 ACELT1609

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• Dinosaurs Down Under •

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Year 5 Language ACELA1504 ACELA 1505 ACELA1506 ACELA1797

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This section covers the following Australian Curriculum Links:

o c . che e r o t r s super Literacy ACELY1701 ACELY1702

Literature ACELT 1608 ACELT1609

• Dinosaurs Down Under •

 Comprehending Texts

 Before reading Dinosaurs Down Under, answer the question below. What do you know about Australian dinosaurs? _____________________________________ _____________________________________________________________________________  Read Dinosaurs Down Under. If you come across an unfamiliar word when you are reading, try to work out its meaning from the rest of the sentence.

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At Lark Quarry in western Queensland there is evidence of a dramatic event that happened in the mid Cretaceous period when dinosaurs roamed the Earth. Preserved for around 95 million years are the footprints of a herd of dinosaurs being stalked by a predator. Local station manager, Glen Seymour, first discovered the tracks in the 1960s. At first he thought that the tracks were fossilised bird tracks. However, when paleontologists visited the area in the 1970s they made a remarkable discovery - the tracks belonged to dinosaurs.

Over time, the excavated area has revealed about 3,300 separate footprints made by a herd of about 150 dinosaurs. On the day when the dinosaurs had come to the lake to drink, they would have walked through soft mud. Usually the footprints would have disappeared, either blown away when the mud dried or washed away by the rain. However, at Lark Quarry the footprints were slowly covered over by sand or mud and more sediment, which eventually became rock, which preserved them.

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Scientists know that a giant carnivorous theropod standing over three metres tall approached the herd. Its giant tracks measuring more than 50 centimetres in length, show that it was walking not running. Then the tracks show that it slowed and turned slightly.

Further study of the tracks show what the theropod was stalking. On that eventful day so long ago, a herd of around 150 dinosaurs had come to the lake to drink. The tracks tell that the smaller dinosaurs were carnivorous coelurosaurs and plant eating ornithopods. The tracks indicate that the herd of smaller dinosaurs stampeded as the large predator approached. When the smaller dinosaurs stampeded they left behind over 3,000 tracks.

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Scientists have studied the footprints and have tracked the series of footprints made by some individual dinosaurs as they tried to escape. This is known as a dinosaur trackway. Although trackways have been located in other places, Lark Quarry is the only place in the world that shows a stampede. Lark Quarry dinosaur trackways is now listed on Australia’s national heritage list so the site is protected and conserved for the future.

• Dinosaurs Down Under •

 Language Features

 Dinosaurs Down Under is a factual text that explains the discovery of dinosaur tracks at Lark Quarry. It starts with a general introduction of the subject, then provides a factual explanation and ends with a final statement. 1. Identify five facts from the introductory paragraph.

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2. Outline the key facts about the footprints.

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 Draw lines to match each word with its meaning. Check the meaning of each word in the text. Use a dictionary if needed. 1. evidence 2. fossilised

a. solid material at the bottom of a liquid b. an animal that eats meat

3. remarkable

c. to keep safe

4. sediment

d. a rush of animals or people in fright

5. preserve

e. something that is passed on to others

6. carnivorous

f. preserved as rock

7. stampede

g. attracting notice

8. heritage

h. information that proves something to be true 7

• Dinosaurs Down Under •

 Scanning For Meaning

 Scan Dinosaurs Down Under to answer the questions below. 1. Where is Lark Quarry located and why is it famous? ________________________________________________________________________

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________________________________________________________________________ 2. When did the dinosaurs leave the footprints?

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________________________________________________________________________ 3. When Glen Seymour first discovered the tracks what did he think they were?

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4. What has excavation of the site revealed?

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5. Why didn’t the tracks get washed away?

© R e a d y E d P u b l i c a t i o n s ________________________________________________________________________ •f orr evi ew pur posesonl y• Name the three species of dinosaurs whose tracks were found at Lark Quarry. ________________________________________________________________________

7. What does carnivorous mean?

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8. What do the 3,300 tracks tell paleontologists?

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________________________________________________________________________ ________________________________________________________________________ 9. How could the exposed tracks be damaged?

________________________________________________________________________ 10. What is unique about the Lark Quarry trackways? ________________________________________________________________________ ________________________________________________________________________

• Dinosaurs Down Under •

 Making Meaning

1. Theropod means beast-footed. Theropods are carnivorous dinosaurs that walked or ran on two legs. Complete the description below of a theropod, then draw it. Walked on ______________ legs.

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Standing ______________ metres tall.

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Able to move ______________.

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______________ hind legs.

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______________ hands.

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______________ teeth.

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______________ diet.

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______________ predator.

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2. Explain briefly how the tracks were formed and preserved for millions of years until the area was excavated. Use these key words:

covered sand and mud sediment excavated footprints revealed

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3. The explanation Dinosaurs Down Under contains a number of dates and statistics. Complete each sentence below.

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a. The mid Cretaceous period was ___________________________________________ b. 95 million years ago ____________________________________________________ c. There were 3,300_______________________________________________________ d. 150 __________________________________________________________________ e. In the 1960s ___________________________________________________________ f. In the 1970s ___________________________________________________________ g. Now _________________________________________________________________ h. In the future __________________________________________________________ 9

• Dinosaurs Down Under •

 A Cloze Activity

 Read the summary below entitled Dinosaurs. As you read, think about the words that you would use to fill in the spaces.

• dinosaurs •

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Scientists know from the tracks at Lark Quarry that 95 million years ago a herd of small dinosaurs were at the water (1) ______________________.

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Suddenly, from out of nowhere they observed a predator therapod (2) _____________ over three metres tall. The therapod was slowly (3) ______________________ the herd.

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Its giant tracks (4) ______________________ more than 50 centimetres in length show that it was (5) ______________________ not running.

(6) ______________________ to the right it started to close in on its prey. It was

(7) ______________________ the smaller dinosaurs, getting ready to attack. The smaller dinosaurs, (8) ______________________ for their lives, started

© ReadyEdPubl i cat i ons (10) ______________________ the therapod, they left behind footprints in the mud for •f orr evi ew pur posesonl y• all to see 95 million years later. (9) ______________________ to escape the fearsome predator. As they were

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 Use the words in the box below to fill in the spaces.

standing drinking . te fearing walking o c measuring escaping . c e her r stampeding turning o t s super approaching stalking

 EXTRA: Imagine that you were an observer of the scene at the lake 95 million years ago. On the back of this sheet, write a short account of what you might have seen. Use noun groups (nouns and adjectives) such as fearsome predator to make your account interesting. 10

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• Solo Sailor • Believe It Or• Not •

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Year 5 Language ACELA1504 ACELA1506 ACELA1797

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o c . che e r o t r s super Literacy ACELY1701 ACELY1702 Literature ACELT1609

• Believe It Or Not •

 Comprehending Texts

 Before reading Believe It Or Not, answer the question below. Do you think that the Yowie exists? _______________________________________________  Read Believe It Or Not below. If you come across an unfamiliar word, try to work out its meaning by reading the rest of the sentence.

r o e t s Bo r e p ok u S • Believe It Or Not •

The Year 11 camping weekend started like all other excursions, but it ended quite differently.

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It was just after midnight one night when Jack was woken by a sound like a snuffling wombat close by. He crawled out of his tent to investigate but saw nothing. He looked up at the dark night sky which was pierced by millions of tiny bright stars and lit by a full moon. Shivering in the cold night air, he moved close to the embers of the campfire. He heard the scuffling noise again and turned, expecting to see a curious wombat. At the edge of the group of tents was a large, hairy creature about three metres tall. It shuffled closer on big, hairy feet. It looked around but didn’t seem to notice Jack. As Jack watched, frozen with fear, it approached his tent, occasionally raising its head as though sniffing the air.

Jack sat as still as a statue. The creature opened the flap of Jack’s tent, bent over and went inside. In a moment it reappeared. By the light of the full moon, Jack could see that it was grasping his mobile and iPod in its hairy hand. Before he could do anything, the creature loped off into the bush.

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Without a second thought, Jack got up and followed it. He took off in his shorts and t-shirt and bare feet. He had to run to keep up with the creature’s big strides. Once, when the creature stopped and turned to search the darkness behind it, Jack thought he was doomed but the creature turned again and bounded off into the bush.

Some time later, Jack saw the scary creature stop and enter a hidden cave. He crept close enough to smell an overpowering odour like sweaty socks. Before he could think what to do, he heard a loud humming noise. He looked up and saw a large spacecraft, shaped like a saucer hovering only 100 metres away from his hiding place. As he crouched in the darkness, the spacecraft descended, and two tall shimmering aliens floated to the ground.

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The aliens called greetings, and the creature roared in response as it loped towards the waiting aliens. Still grasping Jack’s mobile and iPod in its hand it ascended quickly with the aliens into the craft, which hummed then roared then disappeared like a magic trick, into the night sky. When Jack stumbled back to the camp the next morning and told the story of the strange events, some of the campers were sceptical. However, no one could explain why Jack’s mobile and iPod were not in his tent. 12

• Believe It Or Not •

 Making Meaning

Believe It or Not is a tall story. It contains a lot of exaggeration and a main character who performs amazing feats that are very hard to believe. 1. When do you think that the reader is sure that this is a tall story? ________________________________________________________________________

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2. Scan the text and find six examples of exaggeration.

a. _____________________________________________________________________

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b. _____________________________________________________________________ _____________________________________________________________________

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d. _____________________________________________________________________ e. _____________________________________________________________________ f.

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3. Write a short description of the creature: what it looked like, its height, how it moved, how it smelled.

© ReadyEdPubl i cat i ons ________________________________________________________________________ •f orr evi ew pur posesonl y• ________________________________________________________________________ ________________________________________________________________________

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4. Describe the aliens and their spacecraft.

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5. Explain what the word sceptical means.

________________________________________________________________________ 6. Why were some of the campers sceptical? ________________________________________________________________________

• Believe It Or Not •

 Scanning For Meaning

 Scan Believe it Or Not to answer the questions below. 1. What woke Jack up just after midnight? ________________________________________________________________________

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2. What did Jack think was making the noise?

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3. Describe what Jack saw.

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________________________________________________________________________ ________________________________________________________________________

4. Which words in the narrative describe how the creature moved?

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5. Why did the creature go into Jack’s tent?

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7. Where did the overpowering unpleasant odour come from?

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8. What did Jack see after the arrival of the spacecraft?

________________________________________________________________________ 9. How does the reader know that the hairy creature and the aliens were friends? ________________________________________________________________________ ________________________________________________________________________ 10. Do you believe that these events could have actually happened? Give reasons for your answer. ________________________________________________________________________ ________________________________________________________________________ 14

• Believe It Or Not •

 Language Features

Descriptions are important in a tall story. They make the images more vivid to the reader. 1. Find ten examples of noun groups (nouns plus adjectives) in the narrative, e.g. mysterious events.

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2. Similes make the images in a narrative more descriptive, e.g. a sound like a snuffling wombat. Find three similes in the narrative Believe It Or Not. Similes usually use the words as or like to connect ideas.

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3. Complete the similes below with your own descriptions.

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a. Her hand was as cold as ________________________________________________ .

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b. His face was as red as a _________________________________________________ .

c. That coat is as old as ___________________________________________________ . d. The lake is as quiet as __________________________________________________ . e. Their car is as clean as __________________________________________________ . f. She sings like a _______________________________________________________ . g. He runs like __________________________________________________________ . h. She swims like ________________________________________________________ . i. He eats like __________________________________________________________ . j. They dance like _______________________________________________________ . 15

• Believe It Or Not •

 A Cloze Activity

 Read the following short summary based on Believe It Or Not. As you read, fill in the spaces with your own words.

• Do you believe it? •

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It was just after (1)________________ when Jack heard a scuffling sound close to his tent. He crawled out of his tent expecting to see a (2) _________________________. Instead, he saw a large, hairy (3) _________________________ moving towards

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the tents. Jack sat as still as a (4) _________________________ and watched the

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creature go into his tent. Almost straight away it came out with Jack’s iPod and (5)

_________________________ in its hand. As it turned and loped away, Jack followed it into the (6) _________________________. After a while it stopped then entered a (7) _________________________. Shortly after, Jack heard a loud humming (8)

_________________________ descended from a spacecraft. They

When Jack returned to the (10) _________________________ not

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everyone believed his story.  Write your own tall story. It should have a title, an introduction, a main part which includes a series of events that become more exaggerated as they progress, and it should end with a conclusion. Continue your writing on the back of this sheet.

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________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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• Deadly Quest •

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Year 5 Language ACELA 1500 ACELA1504 ACELA1506 ACELA 1512 ACELA1797

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This section covers the following Australian Curriculum Links:

o c . che e r o t r s super Literacy ACELY1701 ACELY1702 Literature ACELT1609

• Deadly Quest •

 Comprehending Texts

 Before reading Deadly Quest, answer the question below. Why is Mount Everest famous? ___________________________________________________ _____________________________________________________________________________  If you come across an unfamiliar word when you are reading, try to work out its meaning from the rest of the sentence.

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Majestic Mount Everest, the highest mountain in the world, is located in the Himalayan mountain range. Mount Everest, standing at 8,848 metres is located on the border of Tibet and Nepal. Attempting to climb to the summit of Everest, which is snow-capped all year, is still a highly dangerous quest. Since 1922, experienced mountain climbers have tried unsuccessfully to get to the summit of Mount Everest. Finally, in 1953 Edmund Hillary from New Zealand and Tenzing Norgay from Nepal were successful. Since that time, over 3,000 climbers have achieved their goal of reaching Everest’s summit. However, in that same time, over 200 climbers have lost their lives in the attempt. Why is the ascent of Mount Everest so dangerous? To achieve the summit, climbers must spend time at altitudes higher than 8,000 metres. This area is known to climbers as the death zone because it is almost impossible to survive in the harsh conditions for more than a few days. Lack of oxygen, extreme cold, changing weather conditions, high winds, frostbite, exhaustion and climbing hazards have all contributed to the death toll. Climbers who die are often left on the mountain because it is too difficult for others to move them, as their low oxygen level does not support the energy required. Many of the bodies, preserved by the freezing temperatures remain on the mountain.

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In 1996, eight climbers died within 36 hours. Three were on the north side of the mountain and five were climbing on the south side. As the weather worsened into a full scale blizzard with winds over 100 kilometres per hour, visibility was lessened and conditions on the mountain deteriorated, resulting in tragedy for the eight climbers.

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In 2006 Australian climber, Lincoln Hall was fortunate to escape death. After reaching the summit and starting his descent, he was found lying in the snow, believed to be dead by the Sherpas who tried but were unable to revive him. However, the next day a group of four climbers found him alive with no tent, no food and no oxygen. The group abandoned their attempt to reach the summit to help with Hall’s successful rescue. Fifteen other climbers were not so fortunate that year. Majestic Mount Everest is the ultimate challenge for mountain climbers. Every year many succeed in their adventurous attempt to reach the summit, but every year many fail and some die trying.

• Deadly Quest •

 Making Meaning

 Deadly Quest is a factual text. It combines information about Mount Everest and the risks involved in attempting to climb it, with a recount of the rescue of Lincoln Hall. An information report often contains facts, dates and statistics. 1. Find the dates and statistics below in the text Deadly Quest and complete each sentence.

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a. In 1922 _______________________________________________________________ b. In 1953 _______________________________________________________________

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c. In 1996 _______________________________________________________________

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d. In 2006 _______________________________________________________________

e. 8,848 metres __________________________________________________________

f. 3,000 climbers _________________________________________________________

g. Over 200 climbers ______________________________________________________

h. Within 36 hours ________________________________________________________

i. 100 kilometres per hour _________________________________________________

© ReadyEdPubl i cat i ons ________________________________________________________________________ •f orr evi ew pur posesonl y• j. Every year ____________________________________________________________

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2. A topic sentence focuses the reader’s attention on the main idea in a paragraph. Read the topic sentence of each paragraph in Deadly Quest then summarise the topic of each paragraph. Paragraph one: ___________________________________________________________

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Paragraph two: ___________________________________________________________

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Paragraph three: __________________________________________________________ Paragraph four: ___________________________________________________________ Paragraph five: ___________________________________________________________ Paragraph six: ____________________________________________________________

The title of the text is Deadly Quest. Explain the meaning of the word quest. ________________________________________________________________________

4. Why is climbing Mount Everest such a dangerous quest? ________________________________________________________________________ ________________________________________________________________________ 19

• Deadly Quest •

 Scanning For Meaning

 Scan Deadly Quest to answer the questions below. 1. Where is Mount Everest located? ________________________________________________________________________

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2. Why is Mount Everest famous?

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3. Who were the first climbers to reach the summit and when?

What do climbers call the area above 8,000 metres?

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5. How many climbers have died trying to reach the summit of Mount Everest?

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6. How many climbers have been successful in their attempt to reach the summit?

7. What dangers do climbers face on Mount Everest?

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________________________________________________________________________ 8. What was so remarkable about the rescue of Lincoln Hall?

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________________________________________________________________________ 9. Why do you think that so many climbers attempt the Mount Everest climb when it is so dangerous? ________________________________________________________________________ 10. The youngest person to climb Mount Everest was American Jordan Romero. He was 13 years and 10 months old on 22nd May 2010 when he reached the summit. Do you think that climbing Mount Everest to gain that record was worth the risk? Give reasons for your answer. ________________________________________________________________________ ________________________________________________________________________ 20

• Deadly Quest •

 Language Features

 In Deadly Quest there are many descriptions that help the reader to visualise the events being relayed, e.g. Mount Everest is the highest mountain. 1. Find ten examples of noun groups (nouns plus adjectives) in the text. ________________________________

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2. The language in the text refers to the topic of mountain climbing. Scan the text to find the technical words below and explain their meanings. Use a dictionary if needed. altitude: ________________________________________________________________

© ReadyEdPubl i cat i ons blizzard: ________________________________________________________________ • f orr evi ew pur posesonl y• descent: _________________________________________________________________ ascent: __________________________________________________________________

frostbite: ________________________________________________________________

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hazard: _________________________________________________________________ oxygen: _________________________________________________________________ quest: __________________________________________________________________

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Sherpa: _________________________________________________________________ summit: _________________________________________________________________

3. Scan the text and list the main dangers of attempting to climb Mount Everest. •

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• Deadly Quest •

 A Cloze Activity

 Read the short summary about Mount Everest, then use the words below to fill in the spaces.

extreme slow snow-capped

dangerous unlucky ultimate death harsh

successful alive

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Mount Everest is the highest mountain in the world and one of the most

(1) ____________________ for climbers. It wasn’t until 1953 that Edmund Hillary and

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Tenzing Norgay successfully climbed to Everest’s summit. Every year climbers attempt to reach the (2) ____________________ summit. Some succeed, some fail and some die in the attempt. In the area known to climbers as the (3) ____________________ zone, the risks are very high. It is almost impossible to survive in the (4)

____________________ conditions for more than a few days. Lack of oxygen, (5)

____________________ cold, changing weather conditions, frostbite, exhaustion and

© ReadyEdPubl i cat i ons In 2006 Australian climber, Lincoln Hall almost died on the mountain. After reaching •f orr evi ew pur posesonl y• the summit he started the (6) ____________________ descent. climbing hazards all make this area very dangerous.

He was found lying in the snow and attempts to revive him failed. However, the next

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day a group of four climbers on their way to the summit found him sitting up

(7) ____________________. They gave up their chance to get to the summit so

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that they could help him. The result was a (8) ____________________ rescue and a

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life saved. Majestic Mount Everest is the (9) ____________________ challenge for

climbers. Some succeed but other (10) ____________________ climbers fail or die on the mountain.

 After you have finished adding the words, read the summary again and check that the words that you have added make sense in each sentence.  Make a Word Bank to describe Mount Everest.

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• Ned Kelly: Hero Or Villain?•

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Year 5 Language ACELA1504 ACELA1506 ACELA 1508 ACELA 1513 ACELA1797

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This section covers the following Australian Curriculum Links:

o c . che e r o t r s super Literacy ACELY1701 ACELY1702 Literature ACELT1609

• Ned Kelly: Hero Or Villain? •

 Comprehending Texts

 Before reading Ned Kelly: Hero Or Villain? answer the question below. What do you know about Ned Kelly? ______________________________________________ _____________________________________________________________________________  If you come across an unfamiliar word when you are reading, try to work out its meaning from the rest of the sentence.

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Is Ned Kelly a hero or a villain? Many people have a firm opinion about Ned Kelly and his actions, even though he died over a century ago. Those who are of the view that Ned is a villain, point out that he was heading for a life of crime from an early age because he was often in the company of Harry Power, who already had a reputation with the police. Another incident that supports the idea that Ned was a villain is the event that took place in April 1878. On this date, Constable Fitzpatrick was injured by Ned. Fitzpatrick alleged that when he arrived at Ned’s mother’s house to question Dan Kelly, Ned and members of the family attacked him. In October 1878, Ned was in trouble again. He, his brother Dan and friends Joe Byrne and Steve Hart came across police camped at Stringybark Creek and Ned deliberately shot three policemen. This event clearly shows Ned Kelly as a villain.

Ned and his gang are also known for robbing the banks at Euroa and Jerilderie where they took hostages before escaping with over four thousand pounds. In his final stand off with police at Glenrowan, Ned and his gang again took hostages. In this siege, two died and also a number of people were wounded. This event constructs Ned as more of a villain than a hero.

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The fact that Ned killed three policemen at Stringybark Creek cannot be denied, although he did not kill the one who surrendered. Ned claimed that the police were out to kill him so the murders could be viewed as an act of self-defence. Although Ned took hostages when the gang robbed the banks, he never harmed anyone. Even in the final siege at Glenrowan most of the hostages were freed before the fighting started. Ned could have escaped but he returned to help his brother and friends who were all killed.

Attempting to explain his actions, in December 1878 Ned wrote a long letter of nearly 8,000 words outlining how poverty and harassment of his family by the police had led him to a life of crime. Even though more than 30,000 people signed a petition for clemency, he was hanged on 11.11.1880 aged 25. 24

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Not everyone agrees however, that Ned Kelly was a criminal, in fact he has many sympathisers. Such sympathisers draw on other parts of Ned’s life to support their view of him as heroic. At age 10 Ned risked his life to rescue 7 year old Richard Shelton from the floodwaters of a creek on their way to school. At age 11 he became the family breadwinner after his father’s death left the family in poverty. As the eldest, Ned tried his best to help his mother. In contrast to what Fitzpatrick alleged, Ned claimed that he and his brother were not in the house when Fitzpatrick said he was attacked. Ned’s mother was subsequently arrested and sentenced to three years hard labour even though she had several young children including a baby.

• Ned Kelly: Hero Or Villain? •

 Differing Views

 The text Ned Kelly: Hero or Villain? is a discussion. It introduces the topic then presents arguments with evidence for and against whether Ned Kelly was a hero or a villain and ends with a concluding statement. 1. Scan the text and list words or phrases that construct Ned as either a hero or a villain.

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2. List three points that support the view that Ned Kelly was a villain. •

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3. List three points that support the view that Ned Kelly was a hero. ____________________________________________________________________

•

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•

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•

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 Explain the meanings of the following words:

a. opinion: ______________________________________________________________ b. fact: _________________________________________________________________ c. evidence: _____________________________________________________________ d. hearsay: ______________________________________________________________ e. clemency: ____________________________________________________________ 25

• Ned Kelly: Hero Or Villain? •

 Scanning For Meaning

 Scan Ned Kelly: Hero Or Villain? to answer the questions below. 1. What opposing opinions do people have about Ned Kelly? ________________________________________________________________________

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2. Why do some people say that he was heading for a life of crime from an early age? ________________________________________________________________________ ________________________________________________________________________

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3. There are two different versions of the event when Constable Fitzpatrick went to the Kelly home to question Dan. What are they? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

4. What incident involving Ned and his gang happened at Stringybark Creek?

© ReadyEdPubl i cat i ons ________________________________________________________________________ •f orr evi ew pur posesonl y• During the bank hold ups Ned and his gang took people as _______________________. ________________________________________________________________________

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6. How much money did the Kelly gang get from the bank robberies at Euroa and Jerilderie?

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________________________________________________________________________ 7. What does the expression sentenced to hard labour mean?

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________________________________________________________________________ 8. When Ned and Dan Kelly, Joe Byrne and Steve Hart made their last stand at Glenrowan they wore suits of ________________________. 9. What is the historical significance of the long letter that Ned Kelly wrote?

________________________________________________________________________ ________________________________________________________________________ 10. What is your opinion of Ned Kelly? Give reasons for your answer. ________________________________________________________________________ ________________________________________________________________________ 26

• Ned Kelly: Hero Or Villain? •

 Careful Reading

 Opinions about Ned Kelly are often based on hearsay rather than on facts. Read Ned Kelly: Hero Or Villain? again and from the information work out if the statements below are true or false. 1. Circle TRUE or FALSE.

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FALSE

b. 300 people signed a petition to save Ned Kelly’s life.

TRUE

FALSE

c. Ned Kelly’s father died when he was young.

TRUE

FALSE

d. Ned Kelly saved a boy from drowning.

TRUE

FALSE

e. Six police were shot at Stringybark Creek.

TRUE

FALSE

f. Mrs Kelly was sentenced to three years hard labour.

TRUE

FALSE

g. Ned’s brother, Dan died at Glenrowan.

TRUE

FALSE

h. Ned Kelly died in a fight.

TRUE

FALSE

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TRUE

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a. Ned Kelly’s family was poor.

TRUE © ReadyEdPubl i cat i onsFALSE Ned Kelly was sentenced to life in prison. TRUE FALSE •f orr evi ew pur posesonl y•

i. Ned Kelly became the family breadwinner at age 11. j.

2. Draw lines to connect each word to its meaning.

2. villain

b. a request to a person in power

3. breadwinner

c. a person who has done something brave

4. hostage

d. a person who has done wrong

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5. petition

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a. a person held prisoner against their will

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1. hero

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e. a person who earns the money to care for a family

 Write words or phrases (groups of words) that describe Ned Kelly.

• Ned Kelly: Hero Or Villain? •

 A Cloze Activity

 Read the short summary Ned Kelly: Hero Or Villain? As you read the summary, think about the words that you would use to fill in the spaces.

• Ned Kelly: Hero Or Villain? •

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Is Ned Kelly a hero or a villain? It depends on your point of (1) _________________. The opinions of some people are based on (2) _________________ but the opinions of others are based on hearsay. It is true that Ned Kelly had a hard

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(3) _________________ when he was young. His (4) _________________ died when he was just eleven years old and Ned went to work as the family breadwinner. It is also true that he certainly had some early confrontations with the (5) _________________.

Some people say that the police were just doing their (6) _________________. Some

© ReadyEdPubl i cat i ons policemen. followed and Kelly were declared •Bank f o(7)r_________________ r evi ew p ur p othe se sgang on l y • of the things Ned was supposed to have done were proven, but others weren’t.

However, at Stringybark Creek there is no doubt that Ned Kelly shot and killed three

outlaws with a large (8) _________________ offered for their capture.

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When Ned Kelly was captured at Glenrowan and later tried in court, 30,000 people

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signed a (9) _________________ to spare his life. He was hanged on 11th (10) _________________ 1880 at age 25.

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 Read the summary again and use the words in the speech bubble to fill in the gaps.

robberies

reward

father

life

November

petition

duty

police

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• Surfing •

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Year 5 Language ACELA1504 ACELA1506 ACELA 1512 ACELA1797

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This section covers the following Australian Curriculum Links:

o c . che e r o t r s super Literacy ACELY1701 ACELY1702 Literature ACELT1609

• Surfing •

 Comprehending Texts

 Before reading Surfing below, answer the questions. Have you been surfing? _________________________________________________________ Where? ______________________________________________________________________  Read Surfing. If you come across an unfamiliar word, try to work out its meaning from the rest of the sentence.

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Would you like to learn to surf? Maybe you are already an experienced surfer. If not, you could take surfing lessons or paddle out with an experienced surfer and learn as you go.

Here is some helpful advice before you start: • First buy or borrow a foam board that is light and very buoyant or a fibreglass board. • Next, check out a quiet spot in the water away from any crowds of surfers. • Then sit and watch the surf. Check out where other surfers are sitting and watch where the waves are breaking. • Next carry your board into the water and lie on your board. • After that, paddle out but not too far by using one arm then the other to help keep the speed steady. • Sit on your board and wait for a wave. • Next, lie down on your board when the wave gets closer and paddle strongly. • Finally, catch the wave and try not to fall off the board. • Next time, try kneeling when you catch a wave. • Eventually, stand on your board when you have gained confidence with your balance. Decide first if you’re going to be a regular foot (left foot forward) or a goofy foot.

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Surfing safety tips: • Surf with a mate for safety. • Always wear a leg rope. • Never have your board sideways between you and the oncoming waves. • When you fall off your board always make sure that you protect your face and head. • Stay under the water for a few extra seconds and protect your face when you come to the surface. 30

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• Surfing •

 Making Meaning

 Surfing is a procedural text, which gives direct, clear instructions in sequence about how to learn to surf. 1. List the verbs used in the instructions. ________________________________________________________________________

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________________________________________________________________________ 2. List the verbs used in the safety tips.

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3. List the words that indicate the sequence of instructions, e.g. first.

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4. List some time adverbs, e.g. now.

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Check the text and find language that applies only to surfing, e.g. foam board.

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glass

b. fibre

noon

c. under

berg

d. side

water

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a. surf

e. on

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g. quick h. after i. rain j. ice

sand

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6. Compound words are made when two words are joined together, e.g. surf and board make the word surfboard when joined. Join the words on the left with words on the right to make compound words.

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ways

shine

coming

bow

7. What does it mean to be a regular foot? ________________________________________________________________________ 8. What does it mean to be a goofy foot? ________________________________________________________________________ 31

• Surfing •

 Scanning For Meaning

 Scan Surfing to answer the questions below. 1. Why should your first surfboard be light and buoyant? ________________________________________________________________________ 2. Why should you check where other surfers are sitting on their boards?

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________________________________________________________________________ ________________________________________________________________________

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3. What is the benefit of paddling with one arm then the other?

4. Should you lie on your board or sit on it while waiting for a wave?

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5. When should you lie down on a board?

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6. Next time you catch a wave you might try ___________________ on your board.

7. When you have gained confidence with your balance then you can _________________ . 8.

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9. Why is it important to surf with a mate?

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________________________________________________________________________ 10. Why is it safer to wear a leg rope?

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11. Why should you never have your board between yourself and the oncoming wave?

________________________________________________________________________ 12. Why should you protect your face and head when you fall off your board?

________________________________________________________________________ 13. Why should you stay underwater for a few seconds when you fall off and protect your face when you come up to the surface? ________________________________________________________________________ 14. What do you think is the most important safety tip for beginner surfers? ________________________________________________________________________ 32

• Surfing •

 Another Text Type

 Read the text Riding The Big Waves below, then scan back over the text to answer the questions at the bottom of the page.

• Riding The Big Waves •

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It takes a lot of courage and surfing experience to ride really big powerful waves but the result is an amazing sense of achievement. Surfing giant waves involves different skills and boards. Surfing giant waves is sometimes called tow in surfing as the surfers have to be towed out by jet skis to allow them to ride huge waves, up to ten metres high. There are definite dangers to riding big waves. Surfers can easily lose their boards when they fall off and can be pushed many metres below the surface by the powerful force of a breaking wave. Strong currents can pummel a surfer to the depths of the ocean on to a reef or rocks and cause severe or even fatal injuries. Surfers only have seconds to swim to the surface before another wave crashes down on them with intense pressure. Several surfers have died from injuries when attempting to surf giant waves. Shipstern Bluff, with its awe inspiring, towering waves, is located on the south east coast of Tasmania. It has a reputation for being one of the most challenging big wave locations in Australia. The waves are only accessible by a boat or a jet ski ride. The surf is fast and dangerous, the deep water is freezing and in addition it’s also the habitat of great white sharks. It was first surfed by Andy Campbell in 1997. Since then it has attracted a number of experienced big wave surfers hoping to test their surfing skills in a very different location. It’s a long way from surfing lessons to surfing the big waves but what an amazing ride.

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 Scan the text above to answer the questions.

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1. What makes big wave surfing different from normal surfing?

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________________________________________________________________________

2. What is tow in surfing?

________________________________________________________________________ 3. What are the risks of big wave surfing?

________________________________________________________________________ ________________________________________________________________________ 4.

Why is surfing Shipstern Bluff so dangerous? ________________________________________________________________________

5. What is your opinion of big wave surfing? ________________________________________________________________________ 33

• Surfing •

 Comparing Texts

 Surfing on page 30 is a procedural text, which gives instructions to those who want to learn how to surf. Riding The Big Waves on page 33 is a factual text, which gives information about the risks of the sport and about the waves at Shipstern Bluff in Tasmania. 1. Compare the two texts and explain how they are different in regards to:

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content: _________________________________________________________________ structure: ________________________________________________________________

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language: _______________________________________________________________

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intended audience: _______________________________________________________

2. Topic sentences tell readers what paragraphs will be about. Summarise the key idea in each paragraph of Riding The Big Waves.

Paragraph one: __________________________________________________________ Paragraph two: ___________________________________________________________

Paragraph three:__________________________________________________________ Paragraph four: ___________________________________________________________

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4. List four dangers of big wave surfing.

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________  On the back of this sheet list four facts about Shipstern Bluff. 34

• Surfing •

 Procedural Texts

 Surfing is a procedural text - a set of instructions for the reader to follow. 1. The procedure below tells students what to do if the school sounds the fire alarm. Use numbers to list the procedures in the correct order.

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Close the classroom door as the last student leaves. Stop work immediately.

Move out of the room in a quiet manner. Assemble at evacuation assembly area.

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Answer your name when the teacher checks the roll.

2. List four emergency situations that require people to follow a procedure.

i. ____________________________________________________________________

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ii.

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iii. ____________________________________________________________________ ____________________________________________________________________

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iv. ____________________________________________________________________

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____________________________________________________________________

3. Write a short emergency procedure.

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r o e t s Bo r e p ok u S •• The SoloYoungest Sailor • ANZAC •

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Year 5 Language ACELA1504 ACELA1506 ACELA1797

o c . che e r o t r s super Literacy ACELY1701 ACELY1702 Literature ACELT1609

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This section covers the following Australian Curriculum Links:

• Solo The Youngest Sailor • ANZAC •

 Comprehending Texts

 Before reading the text below, answer the following question. What does ANZAC stand for? _____________________________________________________  Read The Youngest ANZAC. If you come across an unfamiliar word when you are reading, try to work out its meaning from the rest of the sentence.

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When World War I broke out in 1914, young James Martin knew that he was too young to join up and fight because he was not yet 18. However, on 12th April 1915 he successfully enlisted in the Australian Imperial Force. Martin gave a false date of birth to the recruiting officer, saying he was 18 when in fact he was much younger. His parents knew their son was underage but he had told them he would join up under a false name if they did not consent to his enlisting.

Martin joined the 21st battalion and trained at camps in Victoria. Two months after enlisting, he boarded HMAT Berrima and headed to Egypt. While the troopship sailed out of Port Philip Bay, Martin and many other young soldiers watched the lights of Melbourne disappear into the distance.

After some time spent training in Egypt, on 29th August, Martin’s battalion embarked on the transport ship Southland, heading for Gallipoli. A few days later, on the morning of 2nd September, the Southland was hit by a torpedo fired from a German submarine. It ripped a ten metre by four metre hole in the ship’s hull forcing many soldiers including James Martin to jump overboard. He spent four hours in the water and when rescuers approached, he told them that other men needed rescuing before him.

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A few weeks later, after a period of cold, wet weather Martin became unwell. On 25th October he was evacuated off Gallipoli to a hospital ship. Unfortunately a short time later he died because of heart failure.

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After he was rescued, Martin rejoined his unit. On 8th September, Private Martin and his battalion landed at Gallipoli. He joined the Australian troops in the trenches and wrote to his family telling them not to worry about him.

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In a letter to James Martin’s mother, a member of his platoon wrote, ‘Jim was in the firing line with us and stuck to his post until the last. Just like the brave lad that he was, Jim made the greatest and most noble sacrifice for his country.’

When James Martin enlisted he was 14 years and 3 months old. He was 14 years and 9 months when he died.

• Solo The Youngest Sailor • ANZAC •

 Language Features 1

 The Youngest ANZAC is a factual recount. The first part is the orientation, which tells who the article is about. The next part tells the facts: who, what, when and where, and the final part includes a final statement. 1. Conjunctions join words, phrases or clauses. They include: and, but, that, whether, while, after, before, when, because, if, since. Circle the conjunction in each example below. a. high and low

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b. after the training c. before the battle

e. He wanted to join but he was underage. f. He couldn’t enlist since he wasn’t 18. g. They watched as the lights of Melbourne disappeared. h. He knew that he was too young.

i. Two months after he enlisted he boarded HMAT Berrima. j.

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d. since that time

2. Underline the extra clause in each sentence.

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 A clause gives information in two parts: a subject, a verb and a comment, e.g. James Martin … joined … the Australian Army. To make sentences more interesting an extra clause is added. This clause is usually linked by a conjunction such as: that, whether, while, after, because, if.

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a. When World War I broke out in 1914, James Martin knew that because he was not 18, he could not join up.

b. Martin told his parents that he would join the army even if they did not consent to his enlisting. c. The transport sailed out of Port Philip Bay while the young soldiers watched the lights of Melbourne disappear. d. After training in Egypt, where they prepared for battle, Martin’s battalion embarked on the transport ship Southland for Gallipoli. e. James Martin died because his heart failed, not long after he reached the hospital ship.

• Solo The Youngest Sailor • ANZAC •

 Language Features 2

 A prefix is a group of letters at the beginning of a word that change a word’s meaning, e.g. a biography is a person’s life story written by another person. An autobiography is a person’s life story written by him/herself. The prefix auto means by oneself, by itself, without needing help.

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1. Find each prefixed word below in the dictionary and write its meaning. autobiography: ___________________________________________________________

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autocrat: ________________________________________________________________

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autograph: ______________________________________________________________

autoimmune: ____________________________________________________________ automatic: _______________________________________________________________

automobile: _____________________________________________________________

autopilot: _______________________________________________________________

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2. The prefix under means below, under and not enough, e.g. underage. Write the meaning of each prefixed word below.

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underarm: _______________________________________________________________ undercoat:_______________________________________________________________

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undercook: ______________________________________________________________ undercut: _______________________________________________________________ undergo: ________________________________________________________________ underhand: ______________________________________________________________ underpay: _______________________________________________________________ underwear: _____________________________________________________________

3. Battalion, platoon, enlist, recruit, torpedo and evacuate are all words that relate to the army. Write their meanings on the back of this sheet. 39

• Solo The Youngest Sailor • ANZAC •

 Scanning For Meaning

 Scan The Youngest ANZAC to answer the questions below. 1. When did World War I start? ________________________________________________________________________

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2. What was the official enlistment age for the Australian Imperial Force?

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3. Why did James Martin falsify his age when he enlisted?

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4. How long did James Martin train to be a soldier before leaving Australia?

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5. Where did the troopship head after leaving Melbourne?

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© ReadyEdPubl i cat i ons ________________________________________________________________________ •f orr evi ew pur posesonl y• In what country is Gallipoli? _________________________________________________

6. After training in Egypt where was Martin going to fight?

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8. What circumstances led to James Martin’s death?

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9. Why do you think James Martin wanted to enlist at such a young age and risk his life fighting?

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________________________________________________________________________ ________________________________________________________________________ 10. When James Martin enlisted he was 14 years and 3 months old. He was 14 years and 9 months when he died. Do you think that other soldiers who knew his real age should have reported him? Give reasons for your answer. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 40

• Solo The Youngest Sailor • ANZAC •

 Responding To A Text

1. After reading James Martin’s biography, circle the words that you think describe the young soldier.

school-boy

farmer

son

quiet

brave

worker

teenager

immature

experienced

adventurous

courageous

mate

volunteer

responsible

brave reckless mature

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young

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2. Create a Word Bank to describe war.

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your opinion about this? Give reasons for your answer.

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____________________________________________________________________ ____________________________________________________________________

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____________________________________________________________________ 4. Expand the key phrases below to write a short biography of James Martin on the back of this sheet or in your folder. World War 1 1914 parents gave consent training in Egypt waited for rescue

James Martin too young

enlisted the following year

gave false date of birth

joined 21st battalion

embarked on transport ship

ship was torpedoed

youngest ANZAC

unwell in October

at Gallipoli in the trenches

evacuated to the hospital ship 41

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r o e t s Bo r e p ok u S • Why A Uniform? • SoloWear Sailor •

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Year 5 Language ACELA1504 ACELA1506 ACELA1797

o c . che e r o t r s super Literacy ACELY1701 ACELY1702 Literature ACELT1609

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This section covers the following Australian Curriculum Links:

••Solo WhySailor Wear A• Uniform? •

 Comprehending Texts

 Before reading Why Wear A Uniform?, answer the question below. Would you prefer to wear a school uniform or casual clothes? Why? _____________________________________________________________________________  Read Why Wear A Uniform? below. If you come across an unfamiliar word, try to work out its meaning from the rest of the sentence.

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Many parents and educators agree that it is better for students to wear a school uniform than to wear their own choice of casual clothing to school. Those in favour of school uniforms argue that there are definite academic, social and financial benefits associated with wearing a school uniform.

Firstly, many educators believe that students who wear a uniform, rather than casual clothes, achieve better grades because they are more focused on what they are learning and achieving, rather than on what they are wearing. They argue that uniforms set a positive school tone and encourage a positive learning environment, reminding students that they are at school to learn. It is also said that wearing a uniform, rather than wearing casual clothes, can increase the attendance rate at a school and create a sense of school pride.

Supporters of school uniforms maintain that when students wear a uniform it means that everyone looks the same and everybody is equal as there is no daily fashion competition. This helps to teach students that a person’s worth is about who they are, not what they wear, which encourages students to develop a sense of self-worth and self-esteem.

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Those in favour of uniforms are convinced that there are definite financial advantages to wearing a uniform. Many families already receive financial help to pay for school uniforms. Also, a younger family member can sometimes wear a uniform outgrown by an older sibling. If everyone wears a uniform, then families with less money to spend on expensive designer clothes for their children are not disadvantaged. School uniforms, in this way, make families equal. Uniforms also save parents and students time going shopping for different clothes to wear every day for school.

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In addition, educators think that when students wear a uniform it reduces behavioural problems associated with groups or gangs in a school. There will always be social groups at school but when students wear a uniform there is little opportunity for students to show their allegiance to a group by wearing symbols or specific types or colours of clothing. Finally, when students wear a uniform it makes it very easy for teachers to identify people on the school grounds or in classrooms who do not have permission to be there. This makes schools more secure and makes it difficult for intruders to go unrecognised.

When students wear a uniform there are definitely academic, social and financial benefits. A school uniform promotes a sense of pride in a school and encourages equality between students.

••Solo WhySailor Wear A• Uniform? •

 Language Features 1

 Why Wear a Uniform? is an expository text. The writer states an opinion on a topic then lists arguments that support his/her point of view. 1. Connectives are words that link paragraphs or sentences to show a sequence of ideas, e.g. first or then. List five connectives that link the arguments in the text.

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____________________________________________________________________________ 2. Positive language is used in the text to convince the reader to adopt the writer’s point of view, e.g. it is better for students. List five examples of positive language in the text.

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3. The text also uses persuasive language to convince the reader to adopt the writer’s point of view, e.g. Many parents and educators agree. List five examples of persuasive language.

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 A clause gives information in two parts: a subject (part 1) a verb and a comment (part 2), e.g. Many parents and educators… agree …that it is better for students to wear a school uniform. To make sentences more interesting an extra clause can be added. This clause is usually linked by a conjunction such as: that, whether, while, after, because, if.

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4. Underline the extra clause in each sentence.

a. Many educators believe that students who wear a uniform achieve better grades because they are more focused on what they are learning. b. It is also thought that wearing a uniform, rather than wearing casual clothes, can increase the attendance rate. c. In addition, educators think that when students wear a uniform it reduces behavioural problems. d. Finally, when students wear a uniform it is easy for teachers to know when there is someone on the school grounds who does not have permission to be there. 44

••Solo WhySailor Wear A• Uniform? •

 Language Features 2

 Noun groups are key words in the text Why Wear A Uniform? They focus the reader’s attention on the topic, e.g. school uniform, casual clothing. 1. Find six examples of noun groups that focus the reader’s attention on the benefits of uniforms.

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2. Write the opposite of the words below, e.g. casual = formal.

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casual:

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pride:

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many:

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equal:

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first:

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younger:

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lower:

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encourage: ________________________

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equality:

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fashion:

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symbol:

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environment: ________________________

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pride:

create:

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competition: _______________________

finance:

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benefit:

difference: __________________________

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4. Add an adjective to the nouns below to make a noun group, e.g. tall tree. __________________________ game

________________________ uniform

___________________________ book

________________________ painting

__________________________ movie

___________________________ shirt

__________________________ friend

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___________________________lunch

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••Solo WhySailor Wear A• Uniform? •

 Scanning For Meaning

 Scan Why Wear a Uniform? to answer the questions below. 1. Who believes that it is better for students to wear a uniform than wear casual clothes to school?

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________________________________________________________________________ 2. What is the first point made in favour of wearing uniforms?

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________________________________________________________________________ 3. What does the writer say about the connection between uniforms and attendance rates?

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4. What is the second point that is made in favour of wearing uniforms?

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5. What is the next point made in favour of wearing uniforms?

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7. What is the final point made in favour of wearing school uniforms?

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________________________________________________________________________ 8. Which point do you think is the most important? Why?

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________________________________________________________________________ ________________________________________________________________________ 9. In your opinion do you think that the argument in favour of students wearing a uniform would convince everyone? Give reasons for your answer. ________________________________________________________________________ ________________________________________________________________________ 10. Would you prefer to wear a uniform or your own choice of clothes? Why? ________________________________________________________________________ ________________________________________________________________________ 46

••Solo WhySailor Wear A• Uniform? •

 Your Opinion

 In an expository text the writer states an opinion on a topic then outlines arguments that support his/her point of view and ends with a final statement. 1. List the six main points that the writer makes to support the opinion that uniforms are beneficial.

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2. Now take the point of view that wearing casual clothes in school is more beneficial than wearing a school uniform. State your point of view.

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iii. _____________________________________________________________________ _______________________________________________________________________ iv. _____________________________________________________________________ _______________________________________________________________________

4. Finish with a final statement. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 47

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r o e t s Bo r e p ok u S • The Mystery Of Kaz II •

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Covers the following Australian Curriculum Links:

• The Mystery Of Kaz II •

 Comprehending Texts

 Before reading The Mystery Of Kaz II , answer the question below. What is a catamaran? _____________________________________________________________________________

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 Read The Mystery of Kaz II. If you come across an unfamiliar word when you are reading, try to work out its meaning from the rest of the sentence.

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On Wednesday, 18th April 2007 the 9.8 metre catamaran Kaz II was reported drifting off the Queensland coast towards the Great Barrier Reef. The boat had set out from the harbour at Airlie Beach in north Queensland on Sunday morning on the 15th April. Skipper, Des Batten, aged 56 and brothers Peter and James Tunstead, aged 69 and 63, had intended to sail the boat back to Western Australia. When authorities boarded the catamaran, what they found was puzzling. There was no sign of the three experienced sailors. The engine was still running and nothing on the boat seemed to be out of place. Food was on the table. A laptop computer was still running. The men’s clothing was still there. The boat’s emergency equipment was on board and the radio and GPS were working. It was reported that the anchor was up. The only sign that anything was out of place was some damage to one of the catamaran’s sails.

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The last contact with Kaz II was a log entry by a volunteer radio operator at 6:45pm on Sunday, 15th April. The boat’s position was recorded as George Point. It should have taken the men only a few hours to get to that point. It was later reported that the course that they had plotted would have taken them past George Point and Gloucester Island then north to Ayr that night.

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After the log entry there was no further contact with the Kaz II. Rescue services searched the area hoping to find the three West Australian men. However, after several days, the air and sea search was called off as hopes of finding the men alive faded.

Although theories have been put forward to explain the disappearance of the crew, none have been proven. An investigation found that the most likely cause of the men’s disappearance was that one of the men had fallen overboard while trying to untangle a fishing line and another of the men had tried to save him. The third man may have been knocked overboard by the boom when the wind changed direction as he tried to turn the boat to rescue the others. It seems that this mystery may never be solved.

• The Mystery Of Kaz II •

 Language Features 1

 The Mystery of the Kaz II is a factual recount in the form of a newspaper article. The first part is the orientation, which tells the reader what the article is about. The next part tells the facts: who, what, when and where, and the final part is a summary of what happened. 1. Give a short summary of the information in the first paragraph of the article.

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2. Complete the statements below.

a. On the morning of Sunday 15th April 2007 _________________________________

b. At 6:45pm on Sunday 15th April 2007______________________________________ c.

On Wednesday 18th April 2007 ___________________________________________

d. On the following days __________________________________________________

e. After several days ______________________________________________________

3. What is the theory presented in the final paragraph?

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4. In the text there are a number of time words or phrases, e.g. On Wednesday 18th April. List six examples of time words or phrases in the text. ________________________________

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5. In the text there are a number of prepositional phrases containing position words, e.g. in, near, off. Find six prepositional phrases in the text.

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• The Mystery Of Kaz II •

 Language Features 2

1. An apostrophe is used with nouns to show possession, e.g. the boat’s anchor. Find five examples of an apostrophe being used to show possession in the text. ____________________________________________________________________

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2. Working out the meaning of some words in the text is important for understanding. Write the meanings of the words below. Remember that some words can have more than one meaning. a. The boat’s anchor was up. anchor: ______________________________________________________________ b. He may have been knocked overboard by the boom. boom: _______________________________________________________________ c. The Kaz II is a 9.8 metre catamaran. catamaran: ___________________________________________________________ d. No one could explain the disappearance. disappearance: ________________________________________________________ e. The radio and GPS were working. GPS: _________________________________________________________________ f. There was an investigation into the disappearance. investigation: _________________________________________________________ g. There was a log entry by a volunteer radio operator. log:__________________________________________________________________

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3. Find words in the text that mean: a. not following a set course b. confusing c. knew a lot about d. work out a plan or course e. to straighten out

• The Mystery Of Kaz II •

 Scanning For Meaning

 Scan The Mystery Of Kaz II to answer the questions below. 1. When did Kaz II leave the harbour at Airlie Beach? Who was on board? ________________________________________________________________________

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________________________________________________________________________ 2. Where was the crew’s intended destination?

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________________________________________________________________________ 3. Why were the authorities concerned about the boat on 18th April?

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4. What was discovered about the crew when the boat was boarded?

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5. What evidence on board showed that something unexpected had happened quickly?

6. When was the last contact made with Kaz II and what was its location?

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________________________________________________________________________ 8. Why was the search for the men called off after several days?

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Why do you think that the news of Kaz II caused international interest?

• The Mystery Of Kaz II •

 A Cloze Activity

 Read the short summary below entitled The Mystery of Kaz II. As you read the summary, think about the words that you would use to fill in the spaces.

• The Mystery Of Kaz II •

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In April 2007 the (1) _______________ Kaz II left Shute Harbour at Airlie Beach, in north Queensland. On board were three experienced (2) _______________ Des Batten and brothers, Peter and James Tunstead. They planned to sail the Kaz II back to

several weeks and enjoy the amazing (4) _______________.

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Western (3) _______________ where they lived. They thought that they would take

Three days after they set out, the catamaran was spotted drifting off the (5)

_______________ close to the Great Barrier Reef. There was no sign of anyone on board. When authorities boarded the (6) _______________ they were puzzled.

Everything on the boat was just as it should be. The (7) _______________ was running,

© ReadyEdPubl i cat i ons working and the only damage was to one of the (9) _______________. Mysteriously •f orr evi ew pur posesonl y• there was no one on board the boat. a laptop was set up, (8) _______________ was on the table. The radio and GPS were

Many theories have been suggested as to what happened. However, the most likely

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to fall overboard and this led to other tragic events.

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(10) _______________ is that a tangled fishing line may have caused one of the men

 Read the summary again and use the words in the speech bubble to fill in the gaps.

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r o e t s Bo r e p ok u S Creative • ••Solo SailorGenius •

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This section covers the following Australian Curriculum Links:

• Solo Creative SailorGenius • •

 Comprehending Texts

 Before reading Creative Genius answer the question below. What do you know about Disneyland? ____________________________________________ _____________________________________________________________________________  Read Creative Genius. If you come across an unfamiliar word when you are reading, try to work out its meaning from the rest of the sentence.

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Walt Disney was born early in the 20th century on 5th December 1901 in Chicago, USA. In his lifetime he became a creative genius whose ideas and creations are still growing in popularity in the 21st century.

Walt Disney showed an early interest and talent in drawing as a child. In high school he studied art and photography. At age 16, during the conflict of World War I he tried to enlist for military service but was rejected because he was too young. He joined the Red Cross and was soon in France just after the Armistice, driving an ambulance.

When he returned from France he started a career in commercial art. In 1928 he created Mickey Mouse, now popular internationally. Mickey was a happy, helpful, sometimes shy character who was easily recognisable in his red shorts, oversize yellow shoes and white gloves. Mickey soon had a girlfriend, Minnie Mouse, recognisable by her red dress, large bow in her hair and oversized high-heeled shoes.

© ReadyEdPubl i cat i ons Within a few years Walt Disney added Donald Duck. The white duck wearing a blue sailor suit, f o r ev i ew pUnlike ur p os eswaso nl y• cap and• a bow tier became another favourite. Mickey, Donald more temperamental with a fiery temper. His distinctive voice is recognised today in any language. His outgoing, happy girlfriend, Daisy was soon added to the group.

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Goofy, the tall, skinny dog wearing a skivvy and vest with baggy pants, a tall hat, white gloves and clown shoes on his long feet also quickly became popular. Goofy was shy and quiet but always good-natured. Mickey’s pet dog, Pluto joined the group. These six characters, popular in the 1930s, are still Disney’s six favourites with fans all over the world, although there are now many more Disney characters.

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During the 1930s and 40s Walt Disney dreamed of creating a theme park to entertain adults as well as children. He bought the land at Anaheim, California in 1953. Work started in 1954 and Disneyland opened on 17th July 1955. In the first year there were a million visitors and within a decade there were 50 million. Since opening, almost 600 million visitors have enjoyed the spectacle of Disneyland with its many exciting Lands, colourful characters, brilliant parades, amazing performances and stunning fireworks. Walt Disney died on 15th December 1966. He brought enjoyment and happiness to nations across the world through his imagination, creativity and hard work. He is quoted as saying, “All our dreams can come true if we have the courage to pursue them”. 55

• Solo Creative SailorGenius • •

 Making Meaning 1

 Creative Genius is a biography of Walt Disney’s life. A biography is a story of a person’s life written by another person. It usually contains important facts, dates, places and events. 1. Scan the text to find out what happened on the dates listed below.

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a. 5.12.1901: ___________________________________________________________ b. 1917: _______________________________________________________________ c. 1928: _______________________________________________________________

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d. 1930s: ______________________________________________________________

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e. 1940s: ______________________________________________________________ f. 1953: _______________________________________________________________

g. 1954: _______________________________________________________________ h. 1955: _______________________________________________________________ i. 1966: _______________________________________________________________

© ReadyEdPubl i cat i ons 2. Mickey Mouse is the mascot of the Walt Disney Company. Disney thought of the idea of a• cartoon mouse while onw a train trip with his wife in 1928. Mickey starred in f o r r e v i e p u r p o s e s o n l y • his first black and white cartoon later that year. j. 2011: _______________________________________________________________

a. What does mascot mean? _______________________________________________

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________________________________________________________________________ b. Describe Mickey Mouse. _________________________________________________ ________________________________________________________________________

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________________________________________________________________________ c. Why do you think that Mickey Mouse has been so popular for over 80 years? ________________________________________________________________________ ________________________________________________________________________ 3. Disney’s biography is written using the past tense, e.g. the man who created Disneyland. Find six verbs in the past tense in the text. •

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• Solo Creative SailorGenius • •

 Making Meaning 2

 Match the words with their meanings. Use a dictionary if needed. ___ animation ___ career

a. 100 years b. what you do as your work

___ cartoon

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___ century

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c. something you hope to achieve d. ability to think creatively

e. someone in a story or cartoon

___ decade

f. making move as if alive

___ dream

g. a very talented person

___ genius

h. a skill or ability

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___ character

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 Write the opposite of the words below. birth:

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quickly:

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reject:

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future:

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happy: shy: calm:

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start:

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enjoyment: _________________________

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courage:

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3. Which words or phrases would you use to describe Walt Disney?

• Solo Creative SailorGenius • •

 Scanning For Meaning

 Scan Creative Genius to answer the questions below. 1. When and where was Walt Disney born? ________________________________________________________________________

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2. What signs were there in his childhood that he was creative?

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3. What subjects developed his creativity in high school?

4. What major conflict was happening in 1917 when Walt was 16?

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5. What did he do when he was age 16?

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6. What does career in commercial art mean?

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7. When did Disney create Mickey Mouse and how old is Mickey Mouse now?

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8. When did Disneyland open and how many people have been there?

________________________________________________________________________ ________________________________________________________________________ 9. Why do you think that Disneyland is so popular?

________________________________________________________________________ 10. What do you think Walt Disney is mostly remembered for? ________________________________________________________________________ ________________________________________________________________________ 58

• Creative • Solo Genius •

 Responding To A Text

 Walt Disney said, “When people laugh at Mickey Mouse, it’s because he’s so human and that is the secret of his popularity”. 1. List some Disney characters that you know. ________________________________________________________________________

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________________________________________________________________________ 2. Who is your favourite character? _____________________________________________

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3. Why is that character your favourite?

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Create a Character

 Use your imagination and create your own animal or human cartoon character. Describe your character then draw it.

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___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

 Use the back of this sheet to create a short cartoon in eight frames. Your cartoon story should have an introduction, a problem and an ending.

 Answers DINOSAURS DOWN UNDER

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P8 1. In western Queensland. It is famous because of the dinosaur footprints. 2. 95 million years ago. 3. Fossilised bird tracks. 4. 3,300 separate tracks made by a herd of 150 dinosaurs. 5. The tracks didn’t get washed away because they were covered by sand or mud then by more sediment. 6. Theropod, coelurosaurs and ornithopods. 7. Meat eater. 8. That the herd stampeded when the theropod approached. 9. By the weather and by people. 10. The trackways are the only ones in the world that show a stampede.

P15 1. Possible responses are: eventful weekend; snuffling wombat; dark night sky; bright stars; full moon; cold night air; hairy hand; big strides; scary creature; sweaty socks 2. It smelled strongly like sweaty socks; Jack sat as still as a statue; disappeared like a magic trick

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P7 1. Possible facts identified: Lark Quarry is in western Queensland; There is evidence of dinosaur footprints; Footprints are from the mid-Cretaceous period; The footprints were made 95 million years ago; A herd of dinosaurs was being stalked by a predator. 2. A herd of small dinosaurs were drinking at the lake’s edge when a carnivorous therapod arrived and hunted them. There were more than 3,300 footprints made by 150 dinosaurs. 3. The tracks will be protected and conserved. 4. Cretaceous; fossilised; excavated; sediment; therapod, coelurosaurs; ornithopods; trackway; conserved. 5. 1 = h, 2 = f, 3 = g, 4 = a, 5 = c, 6 = b, 7 = d, 8 = e

P14 1. A sound outside his tent. 2. A wombat. 3. A large, hairy creature about three metres tall with big hairy feet. 4. shuffled, loped, bounded. 5. It went in to get Jack’s iPod and mobile phone. 6. He sat very still/was frozen with fear. 7. The creature. 8. He saw two tall, shimmering aliens float to the ground. 9. The aliens called greetings and the creature roared in response then went to meet them.

P16 (1)midnight (2)wombat (3)creature (4)statue (5)mobile (6)bush (7)cave (8)noise (9)aliens (10)camp DEADLY QUEST

P19 1. a. ...climbers had tried to get to the summit of Mount Everest b. ...Edmund Hillary and Tenzing Norgay got to the summit c. ...eight climbers died within 36 hours d. ...15 climbers died and Lincoln Hall almost died e. ...is the height of Mount Everest f. ...have climbed to the summit of Everest g. ...have died h. ...eight climbers died i. ...is the wind speed during the storm j. ...climbers try to reach the top of Mount Everest - some succeed, some fail and some die 2. Paragraph 1 = Mount Everest. Paragraph two = First successful climbers to get to the summit. Paragraph three = Dangers of climbing. Paragraph four = Tragedy of 1996. Paragraph five = What happened to Lincoln Hall. Paragraph six = Final statement about the challenge of Mount Everest. 3. Quest: a search to obtain or find something. 4. Climbing Everest is a dangerous quest because of all the risks and hazards involved, such as: lack of oxygen, extreme cold, changing weather conditions, frostbite, exhaustion and climbing hazards.

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P9 1. two; three; quickly/fast; strong; clawed; sharp; carnivorous/meat; terrifying (or own answer) 3. a. ...95 million years ago b. ...the dinosaurs made the footprints c. ...footprints d. ...dinosaurs were in the herd e. ...Glen Seymour first discovered the tracks f. ...paleontologists discovered that the tracks belonged to dinosaurs g. ...the footprints are being studied and protected h. ...the area will be protected and conserved

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P10 (1) drinking (2) standing (3) approaching (4) measuring (5) walking (6) turning (7) stalking (8) fearing (9) stampeding (10) escaping BELIEVE IT OR NOT

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P13 1. When Jack sees the creature with his iPod and mobile. 2. a. When Jack sees the hairy creature. b. When the creature goes into his tent. c. When the creature gets his iPod and mobile. d. When Jack runs after the creature in bare feet wearing only shorts and t-shirt. e. When Jack sees the spacecraft and aliens. f. When the aliens and hairy creature go into the spacecraft. 5. sceptical: not convinced that something is true. 6. Because Jack’s story was so incredible.

P20 1. In the Himalayan mountain range on the border of Tibet and Nepal. 2. Because it is the highest mountain in the world. 3. Edmund Hillary and Tenzing Norgay in 1953. 4. The death zone. 5. Over 200. 6. Over 3,000. 7. Lack of oxygen, extreme cold, changing weather conditions, frostbite, exhaustion and climbing hazards. 8. He was not able to be revived and the next day after a night alone on the mountain he was alive and other climbers stopped to help him. P21

9. The letter is important because it allows people to hear what Ned Kelly wanted to tell people about his life and what happened. P27 1. a. True b. False c. True d. True e. False f. True g. True h. False i. True j. False 2. 1 = c; 2 = d; 3 = e; 4 = a; 5 = b P28 (1) view (2) facts (3) life (4) father (5) police (6) duty (7) robberies (8) reward (9) petition (10) November

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P22 (1) dangerous (2) snow-capped (3) death (4) harsh (5) extreme (6) slow (7) alive (8) successful (9) ultimate (10) unlucky NED KELLY: HERO OR VILLAIN?

P25 1. Possible responses are: life of crime; deliberately shot; robbing the banks; took hostages; stand off with police; rescue; family breadwinner; help his mother; act of selfdefence; never harmed anyone; help his brother and friends 2. Possible responses are: He was often in the company of Harry Power who had a reputation for wrongdoing; He shot three policemen; He robbed banks and took hostages 3. Possible responses are: He risked his life as a boy to save another boy; He didn’t kill the policeman who surrendered; He never harmed any hostages 4. a. opinion: what you think or decide about something or someone b. fact: something that is true c. evidence: proof that something is true d. hearsay: rumour, gossip, word of mouth e. clemency: to show mercy towards someone who has done something wrong

SURFING

P31 1. buy, borrow, check out, sit, watch, carry, paddle, lie down, catch, try, stand, decide 2. surf, wear, have, fall off, make sure, stay, protect, come 3. first, next, then, after that, finally, next time, eventually 4. then, when, next time, first, always, never, for a few seconds 5. foam board, buoyant, fibreglass, waves breaking, regular or goofy foot, leg rope 6. surfboard, fibreglass, underwater, sideways, oncoming, sunshine, quicksand, afternoon, rainbow, iceberg 7. regular foot: left foot forward 8. goofy foot: right foot forward

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1. Possible responses are: highest mountain; dangerous quest; experienced climbers; death zone; harsh conditions; extreme cold/changing weather conditions; high winds; climbing hazards; low oxygen 2. altitude: height above sea level ascent: the climb upwards blizzard: a snowstorm with very strong winds descent: the process of going down frostbite: damage done by the freezing of exposed parts of the body, e.g. face, fingers in very cold conditions hazard: a risk or danger oxygen: a gas which is an essential part of the air which we need to breathe quest: a search to obtain or find something Sherpa: a Tibetan person living in the Himalayas - Sherpas often work as guides and porters on climbing expeditions summit: the top or highest point 3. lack of oxygen, extreme cold, changing weather conditions, high winds, frostbite, exhaustion, climbing hazards, slim chance of being rescued if do get into danger

P32 1. So it’s easy to manage. 2. So you will know where the best spot is to surf and will see where the waves are breaking. 3. It helps to keep the speed steady. 4. Sit on your board. 5. When the wave gets closer. 6. Kneeling. 7. Stand. 9. For safety reasons. 10. If you lose your board it could hit you or someone else and cause an injury. 11. The wave could push the board against you and cause an injury. 12. So that you don’t get injured or knocked out. 13. So that you know where your board is and so that you can protect yourself against injury.

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P26 1. Some say he is a villain, others a hero. 2. Because he was often in the company of Harry Power who had a reputation with the police and also because he was in trouble with the police at a young age. 3. In one version of events constable Fitzpatrick was attacked by the Kelly family including Ned and Dan. In the other version Ned and his brother weren’t even in the house at the time. 4. Ned Kelly and his gang came across police. Ned believed that the police were going to kill him and in the fight he killed three policemen. 5. Hostages. 6. About 4,000 pounds. 7. It means that while the person was in prison they also had to work manually in whatever work was decided. 8. Armour.

P33 1. It’s much more challenging and requires different skills and surfboards. 2. When surfers are towed out by a jet ski. 3. Surfers can be injured when they are pushed below the surface on to rocks or a reef and have only seconds to get to the surface before another big wave crashes down on them. 4. It is fast, dangerous, the deep water is freezing and is the habitat of great white sharks. P34 1. content: The first text is about learning to surf and safety, the second text is about experienced surfers surfing big waves. structure: The first text provides short, clear instructions. The second text is written in longer, complex sentences. language: The first text uses short direct language while

3. battalion: a military unit consisting of around 300-1200 soldiers platoon: a military unit typically composed of two to four sections or squads and containing 16 - 50 soldiers enlist: to sign up recruit: the act of enlisting people torpedo: a cigar-shaped, self-propelled underwater missile designed to be fired from a ship evacuate: to exit a building or area quickly P40 1.1914. 2. 18. 3. Because he was too young to enlist. 4. For two months. 5. Egypt. 6. At Gallipoli. 7. Turkey. 8. After a period of cold, wet weather James Martin became unwell and was evacuated to a hospital ship.

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P35 1. 3 1 5 2 4 2. Own answer e.g. a fire in the computer room, a science experiment that emits toxic gases, a person with a weapon, a gas tank explodes.

WHY WEAR A UNIFORM?

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the second text provides information and descriptions. intended audience: The first text is aimed at beginner surfers and the second text is aimed at anyone who wants information about surfing big waves. 2. Paragraph one: provides an overview of what big wave surfing is. Paragraph two: outlines the risks of big wave surfing. Paragraph three: about surfing the big waves at Shipstern Bluff. Paragraph four: gives a history of surfing at Shipstern Bluff and provides a final summary statement. 3. Possible responses are: amazing sense; giant waves; different skills; huge waves; definite dangers; powerful force; breaking wave; strong currents; fatal injuries; intense pressure 4. Surfers can lose their boards when they fall off and be pushed metres below the surface of the water and not be able to breathe; Strong currents can push the surfer onto a reef or rocks; They can be pushed underwater by the pressure of the next big wave; They can be injured or even die. 5. It’s on the south east coast of Tasmania; The waves are only accessible by boat or jet ski; The surf is fast and dangerous; The water is freezing; Great white sharks live in the area.

P44 1. Firstly; Secondly; Thirdly; In addition; Finally 2. Possible responses are: definite academic, social and financial benefits; achieve better grades; positive learning environment; increase attendance rate; sense of school pride 3. Possible responses are: educators believe; it is also thought that; it means that; those in favour are convinced that; educators think that 4. a. ...because they are more focused on what they are learning b. ...rather than wearing casual clothes c. ...when students wear a uniform d. ...who does not have permission to be there

P38 1. a. and b. after c. before d. since e. but f. since g. as h. that i. after j. if 2. a. ...because he was not 18 b. ...even if they did not consent to his enlisting c. ...while the young soldiers watched the lights of Melbourne disappear d. ...where they prepared for battle e. ...because his heart failed

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P39 1. autobiography: a person’s life story written by that person autocrat: a ruler with unlimited power autograph: a person’s own handwriting autoimmune: an immune response by the body against itself automatic: working by itself automobile: a vehicle with wheels and an engine that moves by itself autopilot: a device that keeps planes or ships on a steady course by itself autorewind: rewinds by itself

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2. underarm: with the arm remaining below the shoulder undercoat: a first coat of paint before the final coat undercook: not cook for long enough undercut: to sell at a lower price undergo: to experience or go through something underhand: secret or sneaky underpay: pay less than should be paid underwear: clothing worn under other clothes

P45 1. Possible responses are: casual clothing; better grades; fashionable clothes; financial advantages; older sibling; different clothes 2. casual/formal; many/few; first/last; encourage/ discourage; increase/decrease; pride/shame; equal/ unequal; younger/older; lower/higher; reduce/increase 3. pride/proud; fashion/fashionable; create/creative; competition/competitive; benefit/beneficial; equality/ equal; symbol/symbolic; environment/environmental finance/financial; difference/different

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P46 1. Many parents and educators. 2. Students achieve better grades. 3. The attendance rate increases. 4. Everyone looks the same and is equal. 5. There are financial advantages. 6. It reduces behavioural problems. 7. It is easier for security in the school grounds or classroom. P47 1. Better grades; Attendance rate increases; Everyone is equal; Financial advantages; Reduces behavioural problems; Makes a school more secure

THE MYSTERY OF KAZ II

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P51 1. the men’s clothing; the boat’s emergency equipment; the catamaran’s sails; the boat’s position; the men’s disappearance 2. anchor: a device used to steady boats so that they don’t drift boom: a medium sized dhow (sailing vessel with one or more masts) catamaran: a multi-hulled ship which is sail or engine powered disappearance: someone or something not being visible/ going missing GPS: a worldwide navigational tool investigation: to enquire into something further log: a written record of a conversation or event 3. a. drifting b. puzzling c. experienced d. plot e. untangle

P57 1. animation = f; career = b; cartoon = j; century = a; character = e; decade = i; dream = c; genius = g; imagination = d; talent = h 2. birth/death; reject/accept; happy/unhappy; shy/ outgoing; calm/ temperamental or rough; quickly/slowly; future/past; start/finish; enjoyment/disappointment; courage/cowardice

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P50 1. The catamaran Kaz II that had left Airlie Beach in Queensland on April 15th with three men on board was reported drifting close to the Great Barrier Reef three days later. 2. a. ...the men left on their trip b. ...there was a log entry by a volunteer radio operator c. ...the catamaran was reported drifting close to the Barrier Reef d. ...there was an air an sea search e. ...the search was called off 3. Perhaps one man fell overboard while untangling a fishing line, then another tried to help him and also fell overboard then the skipper was hit by the boom while trying to turn the boat and also fell overboard. 4. Possible responses are: on Sunday 15th April; several weeks; still running; the last contact; 6:45pm; only a few hours; after that log entry; after several days; when the wind 5. Possible responses are: off the Queensland coast; from the harbour; at Airlie Beach; to Western Australia; on the boat; out of place; on the table; on board; to that point

c. Created Mickey Mouse d. Created more cartoon characters e. Dreamed of creating a theme park f. Bought the land for Disneyland g. Work started h. Disneyland opened i. Walt Disney died j. Almost 600 million people have visited Disneyland up to this date 2. a. mascot: an animal, person or thing adopted by a group as its symbol and supposed to bring good luck. b. Mickey Mouse: a cartoon character with big ears, wears white gloves, red shorts and oversized yellow shoes. A helpful and sometimes shy character. 3. Possible responses are: became; showed; studied; tried; was; had; added; joined; dreamed; bought

P58 1. He was born in Chicago, USA on 5.12.1901 2. As a child he loved to draw. 3. He studied art and photography. 4. World War I. 5. He tried to enlist for military service. 6. Using his art skills to earn a living. 7. He created Mickey Mouse in 1928 so Mickey is now 83 years old. 8. Disneyland opened in 1955 and almost 600 million people have visited.

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P52 1. It left on Sunday 15th April with Des Batten and Peter and James Tunstead on board. 2. Western Australia where they lived. 3. It was drifting close to the Barrier Reef and they could see no one on board. 4. They had disappeared. 5. Everything seemed to be normal. The engine was running and a laptop was running and food was on the table. 6. The last contact was at 6:45pm on Sunday on 15th April at George Point. 7. They had taken all day to get there when they should only have taken a couple of hours. 8. There was little hope of finding them alive in the water.

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P53 (1) catamaran (2) sailors (3) Australia (4) trip (5) coast (6) boat (7) motor (8) food (9) sails (10) theory CREATIVE GENIUS P55 1. a. Birth date b. Tried to enlist for military service

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