Another 60 Writing Topics: Ages 8-10 by Teacher Superstore

RIC-6238 4.6/962

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Another 60 writing topics 5–7 Another 60 writing topics 11+

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Foreword Communication is a fundamental part of life. The ability to communicate helps shape our learning and relationships with the world around us. Handwritten, printed and electronic forms of text are all powerful tools when it comes to developing communication skills. Therefore, it is important that students, from the earliest opportunities, are exposed to and encouraged to develop skills in using the many different forms of writing that will be important throughout their lives. Another 60 writing topics 8–10 has been designed to help teachers promote and develop these skills while addressing the following areas of the curriculum – interpersonal development, technology, science, health, the arts and human society. Through the presentation of background information and the challenge of completing specific writing tasks in these six different areas, students will be encouraged to use their prior knowledge of a topic, imagination, experience and personal opinion.

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

To fish or not to fish........................................ Discussion 26–27 The absence of light........................................ Procedure 26–27 Computer to wetlands..................................... Procedure 28–29 A place to rest...................................................... Recount 28–29 Listen, Mr Mayor!.............................................Exposition 30–31 What people need.................................................. Report 30–31

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

Healthy mind, healthy body Should there be a limit?...................................Exposition 32–33 Inactive Looie.................................................. Discussion 32–33 Switch-off time..................................................... Recount 34–35 There’s a reason behind it............................ Explanation 34–35 ‘Fitness’ camp..................................................... Narrative 36–37 The dinner decision................................................ Report 36–37 Exercising the mind......................................... Procedure 38–39 Floating in dreamland.......................................... Recount 38–39 The influence of advertising...........................Exposition 40–41 Toning up........................................................... Procedure 40–41

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Designs, materials and movement Making things easier........................................Exposition 12–13 Playground plans............................................ Discussion 12–13 The old versus the new..................................... Narrative 14–15 Make it move.................................................... Procedure 14–15 Test flight ........................................................ Explanation 16–17 Remembering toys............................................... Recount 16–17 Research, ride and report..................................... Report 18–19 Now for the photograph................................. Procedure 18–19 Magical Mollie................................................... Narrative 20–21 Moving in fear...................................................... Recount 20–21 Interdependence of living things The role of the mini-creature................................ Report 22–23 A deep-down food chain.............................. Explanation 22–23 When the door was untied............................... Narrative 24–25 Why spiders spin webs................................. Explanation 24–25

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Exploring creativity Picture the word................................................ Narrative 42–43 Music to the ear............................................... Procedure 42–43 Shared creations................................................. Recount 44–45 A coming event.................................................Exposition 44–45 The master of magic........................................ Procedure 46–47 Animals or not?............................................... Discussion 46–47 Local artists perform.............................................. Report 48–49 Marvellous musicians................................... Explanation 48–49 Star of the show................................................. Narrative 50–51 One person’s view.............................................Exposition 50–51

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Interacting with others Members’ rules................................................ Procedure 2–3 Shared with a friend............................................ Recount 2–3 Needing to belong............................................. Narrative 4–5 Me, the friend................................................. Explanation 4–5 No time to be hurtful.........................................Exposition 6–7 The principal’s idea......................................... Discussion 6–7 Valuing everyone.................................................... Report 8–9 Finding a solution............................................... Narrative 8–9 Stepping in to help........................................... Procedure 10–11 What’s really right?......................................... Discussion 10–11

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Village, town, city, country Living in a community.................................... Explanation 52–53 Holiday highlights................................................ Recount 52–53 Evie’s adventure................................................. Narrative 54–55 City or country town?..................................... Discussion 54–55 The path to follow............................................ Procedure 56–57 A place worth visiting......................................Exposition 56–57 The year that’s been............................................... Report 58–59 Distant contact..................................................Exposition 58–59 Jazzy’s city adventure....................................... Narrative 60–61 Lighting up the cities...................................... Discussion 60–61

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

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Healthy mind, healthy body

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Interacting with others

Designs, materials and movement

Interdependence of living things

Exploring creativity

Village, town, city, country

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

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

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

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Each card shows the title of the writing topic

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

Each card indicates the writing genre at the bottom

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

the title of the activity and the particular genre

•

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

•

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

•

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

•

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

•

an additional writing activity suggestion, using the same genre

•

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

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

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

Narrative

Report

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

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

Text structure: A narrative consists of three parts:

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

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

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

Recount

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

Procedure

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

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

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

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

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

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

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

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

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

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

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

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Discussion

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

Explanation

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

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

Suggestions for use

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

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

Portfolio assessment tasks

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

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

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Specific writing genre tasks

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

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

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Student self-assessment

Creating writing topics*

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

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

Comparison/Conversion of text types

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

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

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

Planning/Reviewing/Changing text types

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

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Motivational ideas

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

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

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

•

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

•

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

•

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

•

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

•

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

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

State

Strand

NSW

Writing Producing texts Grammar and punctuation Spelling

Context and text

Texts Contextual understanding Linguistic structures and features Strategies

2 3 2 3 2 3 2 3

2.9 3.9 2.10 3.10 2.11 3.11 2.12 3.12

Contextual understanding Conventions

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2 3 2 3 2 3 2 3

W 2.1 W 3.1 W 2.2 W 3.2 W 2.3 W 3.3 W 2.4 W 3.4

Language

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Processes and strategies

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WS 1.9 WS 2.9 WS 1.10 WS 2.10 WS 1.11 WS 2.11 WS 1.12 WS 2.12 WS 1.13 WS 2.13 WS 1.14 WS 2.14

Writing

Use of texts

Queensland

WS 1 WS 2 WS 1 WS 2 WS 1 WS 2 WS 1 WS 2 WS 1 WS 2 WS 1 WS 2

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Language structures and features

Outcome(s)

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Victoria

Level(s)

Strategies

2.12

Writing Texts and contexts

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2.4 2.8

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

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Designs, materials and movement Interdependence of living things

Healthy mind, healthy body

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Interacting with others

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

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Teacher checklist

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Village, town, city, country

Shared with a friend

Another 60 writing topics

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The role of the ‘mini’ creature

A deep-down food chain

Comment

Me, the friend

No time to be The principal’s hurtful idea

Valuing everyone

Finding a solution

Remembering Research, ride toys and report

When the door was untied

Why spiders spin webs

To fish or not to fish

The absence of light

Computer to wetlands

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Now for the photograph

Interdependence of living things

Test flight

Designs, materials and movement

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Playground The old versus Make it move plans the new

Comment

Making things easier

Needing to belong

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Comment

Members’ rules

Interacting with others

Listen, Mr Mayor!

Magical Mollie

Stepping in to help

What people need

Moving in fear

What’s really right?

Picture the words

Living in a community

Holiday highlights

Music to the ear

Comment

Should there Inactive Looie be a limit?

Evie’s adventure

Shared creations

Switch-off time

Comment

‘Fitness’ camp

The dinner decision

Exercising the mind

The master of magic

Animals or not?

Local artists perform

City or country The path to town? follow

A place worth visiting

The year that’s been

Village, town, city, country

A coming event

Exploring creativity

There’s a reason behind it

Healthy mind, healthy body

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

Student checklist

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Distant contact

Marvellous musicians

Floating in dreamland

Jazzy’s city adventure

Star of the show

The influences of advertising

Lighting up the cities

One person’s view

Toning up

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Writes a conclusion with an evaluative comment.

Comment

6. Maintains the past tense.

5. Writes in paragraphs to show separate sections.

4. Uses vocabulary to suggest time passing.

3. Includes significant events in chronological order.

2. Includes significant events in detail.

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

Structures and features

Title:

Name:

Narrative

Student text type checklist Date:

Writes a conclusion with an evaluative comment.

Comment

6. Maintains the past tense.

5. Writes in paragraphs to show separate sections.

4. Uses vocabulary to suggest time passing.

3. Includes significant events in chronological order.

2. Includes significant events in detail.

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

Structures and features

Title:

Name:

Narrative

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Structures and features

Title:

Name:

Recount

Student text type checklist Date:

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Writes a conclusion with an evaluative comment.

Comment

6. Maintains the past tense.

5. Writes in paragraphs to show separate sections.

4. Uses vocabulary to suggest time passing.

3. Includes significant events in chronological order.

2. Includes significant events in detail.

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

Date:

Writes a conclusion with an evaluative comment.

Comment

6. Maintains the past tense.

5. Writes in paragraphs to show separate sections.

4. Uses vocabulary to suggest time passing.

3. Includes significant events in chronological order.

2. Includes significant events in detail.

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

Structures and features

Title:

Name:

Recount

Student text type checklist

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Comment

6. Uses linking and action verbs.

5. Writes in the present tense.

4. Writes in the third person.

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3. Uses factual language rather than imaginative.

2. Includes accurate detailed descriptions.

1. Begins with a general or classifying statement.

Structures and features

Title:

Name:

Report

Student text type checklist Date:

Comment

6. Uses linking and action verbs.

5. Writes in the present tense.

4. Writes in the third person.

3. Uses factual language rather than imaginative.

2. Includes accurate detailed descriptions.

1. Begins with a general or classifying statement.

Structures and features

Title:

Name:

Report

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Structures and features

Title:

Name:

Procedure

Student text type checklist Date:

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Includes an evaluation (if appropriate).

Comment

6. Writes in simple present tense.

5. Uses subject-specific vocabulary.

4. Begins instructions with an imperative verb.

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

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

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

Date:

Includes an evaluation (if appropriate).

Comment

6. Writes in simple present tense.

5. Uses subject-specific vocabulary.

4. Begins instructions with an imperative verb.

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

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

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

Structures and features

Title:

Name:

Procedure

Student text type checklist

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

Comment

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

5. Uses a variety of controlling words and conjunctions.

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

3. Uses supporting details in presenting each argument.

2. Presents arguments in a logical manner.

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

Structures and features

Title:

Name:

Exposition

Student text type checklist Date:

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

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

5. Uses a variety of controlling words and conjunctions.

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

3. Uses supporting details in presenting each argument.

2. Presents arguments in a logical manner.

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

Structures and features

Title:

Name:

Exposition

Student text type checklist Te ach er

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Structures and features

Title:

Name:

Explanation

Student text type checklist Date:

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Comment

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6. Includes an evaluation (if necessary).

5. Uses linking words to show cause and effect.

4. Uses simple present tense.

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

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

1. Begins with a precise statement or definition.

Date:

Comment

6. Includes an evaluation (if necessary).

5. Uses linking words to show cause and effect.

4. Uses simple present tense.

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

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

1. Begins with a precise statement or definition.

Structures and features

Title:

Name:

Explanation

Student text type checklist

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

Comment

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

5. Uses a variety of controlling words and conjunctions.

4. Uses an impersonal style of writing.

3. Uses supporting details in presenting each argument.

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

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

Structures and features

Title:

Name:

Discussion

Student text type checklist Date:

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

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

5. Uses a variety of controlling words and conjunctions.

4. Uses an impersonal style of writing.

3. Uses supporting details in presenting each argument.

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

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

Structures and features

Title:

Name:

Discussion

Student text type checklist Te ach er

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Portfolio proforma Date

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Name

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

English

Indicators

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including all

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Writing

Demonstrated

• Writes a

• Includes all structures and features.

Needs further opportunity

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Portfolio proforma – Narrative Date

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Name

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

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Indicators Demonstrated

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

Needs further opportunity

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

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

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

4. Includes a resolution to the complication.

5. Uses a range of conjunctions to connect ideas.

6. Writes in meaningful paragraphs.

7. Uses descriptive language.

8. Writes in the past tense.

Teacher comment

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Portfolio proforma – Recount Date

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

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Name

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

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

Needs further opportunity

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

2. Includes significant events in detail.

3. Includes significant events in chronological order.

4. Uses vocabulary to suggest time passing.

5. Writes in paragraphs to show separate sections.

6. Maintains the past tense.

7. Writes a conclusion with an evaluative comment.

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

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

Needs further opportunity

1. Begins with a general or classifying statement.

2. Includes accurate detailed descriptions.

3. Uses factual language rather than imaginative.

4. Writes in the third person.

5. Writes in the present tense.

6. Uses linking and action verbs.

Teacher comment

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Portfolio proforma – Procedure Date

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

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Name

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

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

Needs further opportunity

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

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

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

4. Begins instructions with an imperative verb.

5. Uses subject-specific vocabulary.

6. Writes in simple present tense.

7. Includes an evaluation (if appropriate).

Teacher comment

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

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

Needs further opportunity

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

2. Presents arguments in a logical manner.

3. Uses supporting details in presenting each argument.

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

5. Uses a variety of controlling words and conjunctions.

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

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

Teacher comment

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Portfolio proforma – Explanation Date

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

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

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Indicators Demonstrated

Needs further opportunity

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

1. Begins with a precise statement or definition.

2. Includes subject-specific terms and technical vocabulary.

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

4. Uses simple present tense.

5. Uses linking words to show cause and effect.

6. Includes an evaluation (if necessary).

Teacher comment

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Portfolio proforma – Discussion Date

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

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Name

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

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

Needs further opportunity

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

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

3. Uses supporting details in presenting each argument.

4. Uses an impersonal style of writing.

5. Uses a variety of controlling words and conjunctions.

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

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

Teacher comment

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Student self-assessment Date

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Features of the text

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•

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Date

Text type 1 Text type 2

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Similar features

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

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Conversion of text types Date

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

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I have chosen to convert my writing task to a

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Creating writing topics Name

Date

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

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• an introduction to the topic • the writing task

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• the text type required.

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

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

Yes

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

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Writing Whiz awarded to Name:

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Date:

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Wrapped in Writing awarded to Name:

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Teachers notes

Members’ rules Procedure Setting the scene and stimulating ideas • A list of class rules; pictures of people involved in ‘club’ activities such as Scouts, basketball

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Reviewing writing

• Structure: This procedural text should begin with a sentence about the club being established. A set of rules or list of expectations should follow.

Teac he r

• Language features: sequential ordering of steps, imperative verbs, present tense, detailed information; for example, time, amount

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• Specific features: It should be obvious that the club is to have an ‘exercise’ focus.

Procedure

• Topic-related task: Write an ordered list of exercises a sports team might do in its warm-up sessions. • Text types include: recipes, experiments, directions and instructions for games

Shared with a friend

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Recount

Setting the scene and stimulating ideas

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• Pictures, photographs and books about friends and friendships

Reviewing writing

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o c . che e r o t r s super

• Structure: This recount text should begin with an outline of where and when the experience took place. This should be followed by features of the experiences, including the presence of the friend. Text should end with a conclusion. • Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments • Specific features: The text should be about two children—the student writing the text and a friend. Feelings experienced should be mentioned.

Recount • Topic-related task: Write a thankyou note to a friend about a special time you shared together. In the note recall what you did on that special occasion. • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles 2

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Imagine you are going to set up a new fitness club for children your age. What would be expected of the members? Write one sentence that tells about the purpose of the club and then make a list of what each member would need to do to be an active, positive and valuable member of the club. This is an example of how you could present your points. Each club member should: • come to activities on Saturday afternoons • listen to the person explaining activities.

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Teac he r

During our lives we belong to many different groups, such as family groups, a neighbourhood, school classes and specialinterest clubs. To be a valuable member of a group we need to be able to relate well to other people. As well, we often need to play special roles, follow rules and share responsibilities.

Procedure

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Shared with a friend

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We all need friends. Friends share many things. They often share similar interests; they tell each other stories; help and encourage each other; listen when one has a problem or concern; and they can sit quietly and just enjoy each other’s company. Experiences are often far more enjoyable if shared with someone you regard as a friend.

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Think back to a time when you shared a very special experience with a friend. Try to recall the events of the day—where you were, why you were there and what you did. Write a detailed description of the experience and how you felt at the time. Include how it was made more special because your friend was right there with you.

o c . che e r o t r s super

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Teachers notes

Needing to belong Narrative Setting the scene and stimulating ideas • Pictures of busy schoolyards, words on board or card, such as ‘new’, ‘change’, ‘alone’, ‘leaving’

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Reviewing writing

• Structure: The introductory paragraph to this narrative has been presented in the activity. The remainder of the text should include: (i) a complication, where problems concerning Rom and moving schools arise (ii) a resolution, where these problems are sorted out or concluded.

Teac he r

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• Language features: use of words that link stages in time, use of descriptive words, use of action verbs

• Specific features: Story should reflect that everyone was a stranger to Rom at first. Focus is on this character settling in to a new school.

Narratives

• Topic-related task: One day, a lonely dog called Lexie made her way through a hole in the fence. In the next yard she met two other dogs, Ronnie and Nodda. Write about their adventures.

Me, the friend

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Explanation

Setting the scene and stimulating ideas

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

• Poster displaying ‘blank’ concept map (showing central point and a number of connected points); pictures of friends together

Reviewing writing

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• Structure: This explanatory text will be in two parts: the diagram and text. The text should begin with a statement about the student being a good friend. This should be followed by an explanation of why this is so. • Language features: use of topic-specific vocabulary, words that outline cause and effect, words outlining personal impact • Specific features: There should be a concept map included with the student as the central feature.

Explanation • Topic-related task: Make a poster that begins with; ‘friends are important to everyone because …’ • Text types include: how and why texts, diagrams and flowcharts 4

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Needing to belong

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Use this paragraph to help you begin and write a story about someone your age who had to shift house and move to a new school where, at first, everyone was a stranger.

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As Rom stood at the school gate and looked into a yard full of excited and active children, he wondered what life was going to be like in this place where he knew no-one.

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Teac he r

If we spend a long time in a neighbourhood or at the same school we can sometimes become very ‘comfortable’. We have a good idea of the situations we will face each day, we know most of the people we will come in contact with and we can feel very happy with that security. Sometimes, however, our lives change and we are not so familiar with what surrounds us.

Narrative

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Me, the friend

When you see the word FRIEND you probably think of someone very special in your life; someone you like to spend time with. When some other people see that same word they might think of you, because you are very special to them and they enjoy your company.

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Think for a moment about why someone else might think of you as a friend. Create a concept map with a picture of you in the middle. Draw arrows out from the picture. At the end of each arrow, write about a special quality that you have, such as, ‘I am really good at sharing with others’. Use this diagram to help you write a text that explains why you would be regarded by others as a good friend.

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No time to be hurtful Exposition Setting the scene and stimulating ideas • Simple books, texts, websites related to bullying

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Reviewing writing

• Structure: In this expository text the issue of bullying should be outlined in an opening statement. This should be followed by arguments with evidence to support the stance and beliefs of the student. A conclusion may be included.

Teac he r

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

• Specific features: The text should reflect the given statement and should present one point of view.

Exposition

• Topic-related task: When Priya told Jeremy she didn’t like his picture, he screwed up her painting. What do you think about Jeremy’s actions? • Text types include: debates, letters, editorials and advertisements

The principal’s idea

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Discussion

Setting the scene and stimulating ideas

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• List of school rules, pictures of school playgrounds

Reviewing writing

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• Structure: This discussion should begin with a statement about the meeting. This should be followed by arguments for and against the principal’s idea, each with a reason or supporting evidence. • Language features: topic-related words and phrases; verbs, present tense, use of terms such as therefore, because and if; emotive language used to convince the reader • Specific features: All arguments should relate to the specific days for grass area use.

Discussion • Topic-related task: Mick wanted the lunchtime game to be continuous cricket. Angelo disagreed. Create a comic strip that tells why the boys disagreed. • Text types include: interviews, forums and editorials

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No time to be hurtful

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Read and think about this statement: ‘It is okay to bully someone if he/she has been mean to you’. Once you have formed an opinion, write a text that gives reasons why you agree or disagree with the statement.

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Teac he r

Have you ever seen a person be intentionally cruel to someone else or have you ever done or said something about another person that was rather unkind? It’s not a good thought is it? When people are mean or say nasty or untrue things about another, they are being a bully and bullying is never acceptable. It is important for people to realise when they are hurting another in this way and learn from their bad decisions.

Exposition

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The principal’s idea

Sometimes decisions are made that we disagree with. It is just a fact of life. An example of this might be certain rules that are made by teachers at school. When teachers make rules they have many things to consider. They have to think about the school environment and the ages and needs of all the children in their care.

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One afternoon there was a meeting at a local primary school. A teacher and a student from each Year level attended. The meeting was called to discuss the following rule that the principal was thinking of introducing: ‘The grassed area was to be used by K–2 students on Mondays, Yr 3–4 students on Tuesdays and Wednesdays and Yr 5–6 students on Thursdays and Fridays’.

o c . che e r o t r s super

Some people at the meeting agreed with this, others disagreed. Write a sentence about the meeting and then outline some of the different arguments that were presented at that meeting. Discussion

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Valuing everyone Report Setting the scene and stimulating ideas • Pictures of teachers and other adults talking to students and students talking among themselves; words such as those listed in the activity printed on cards

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Reviewing writing

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• Structure: This report should begin with a general statement about values at the school. This should be followed by a description of the values and how they are emphasised and respected.

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

• Specific features: The focus should be on values at this specific school; both the values of the individual and group or cooperative values.

Report

• Topic-related task: Use your classroom rules or expectations to write a report that begins: ‘Everyone in Year XX is important. To show this is true, we …’

Finding a solution

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Narrative

Setting the scene and stimulating ideas

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• Pictures that show students interrelating

Reviewing writing

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

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• Structure: This narrative text should be presented in 10 sequential boxes and should include:

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

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

• Language features: use of words that link stages in time, use of adjectives and adverbs, use of action verbs, can be written in first or third person • Specific features: Ten sections/boxes should be presented. There should be a picture and text in each.

Narrative • Topic-related task: A new set of double bunks created a problem for the boys in the Chandero family. Write a story about the problem and how it was sorted out. • Text types include: short stories, poems, plays, myths, legends and fairytales 8

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Valuing everyone

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Talk to your teacher and classmates about the individual and relationship values that are important at your school. Write a report that tells how students are taught and encouraged to live by these special values. Perhaps you could ask your principal if your report could be published in the school newsletter.

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Teac he r

Our parents, carers and close relatives are the first people to begin to teach us about valuing ourselves and the relationships we have with others. They are our first educators. Once we start school, our teachers continue to help develop this growth and understanding. These adults are all guides who are there to assist us as we learn about acceptance, differences, talents, qualities and personalities.

Report

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Finding a solution

Throughout our lives we will encounter different conflicts; we will be involved in disagreements and arguments. Although these situations are unfortunate, they can be very valuable learning experiences. Through conflict we can learn about people’s feelings, understand their life situations better, realise that we are sometimes too hasty in making judgments and learn to appreciate that everyone has rights.

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Try to imagine a schoolyard situation that could lead to a disagreement among students. Think further and consider how the situation could be resolved. Divide your page into 10 sections. In each section, draw a picture and write text that tells the story of how a disagreement in the schoolyard was sorted out and why the characters were eventually happy with the outcome.

o c . che e r o t r s super

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Stepping in to help Procedure Setting the scene and stimulating ideas • Pictures of children using mobile phones; pictures/texts related to bullying

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Reviewing writing

• Structure: This procedural text should begin with a sentence about the text message and the friend’s intention to suggest steps that could be taken. Ordered actions or steps should then outline what or how things need to be done in order to get help.

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• Language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information; for example, time to carry out action • Specific features: Some reference should be made to the text message, probably in the introduction.

Procedure

• Topic-related task: If you wanted to make a new friend, how would you go about it? Write clear steps explaining exactly what you would do.

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

What’s really right?

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Discussion

Setting the scene and stimulating ideas

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• Pictures and books about friends; a large sign bearing the words, ‘REAL FRIENDS’

Reviewing writing

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• Structure: The different parts to this discussion should be presented in the same format as Corey’s statement. Corey’s comment should be followed by four responses, each with supporting evidence. • Language features: topic-related words and phrases; verbs, present tense, terms such as therefore, because and if; emotive language used to convince the reader • Specific features: Four replies should be included; fictitious names and ages of respondents should be mentioned

Discussion • Topic-related task: When a Year 4 class was asked what they believed made a person a ‘real’ friend, there were many different answers. Write what you think the answers might have been and the reasons the students would have given for their responses. • Text types include: interviews, forums and editorials 10

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Stepping in to help

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Imagine after school one day you found a close friend was very upset. Your friend showed you a message that had been sent to his or her phone. The message read: ‘Every1 @ school thinks u r so dum’. You knew straightaway something had to be done. Write a sentence about what happened and then a list of the numbered steps you suggested your friend go through in order to get help and sort out this unpleasant situation.

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Teac he r

Many students own mobile phones. Most schools have rules about where, when and if students can have or use them at school. Some students carry phones when important family situations arise, some have them to call parents when they need to be picked up and others have them simply to talk to and message friends. It is important these phones are not used to pass on unpleasant or disrespectful messages to or about anyone.

Procedure

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What’s really right?

When some people want to know what others think about certain topics they begin what is called an Internet forum. On a special Internet site they make a statement or ask questions about something that interests them and they ask people who read the site to comment on what they have written or make suggestions. The person enquiring usually includes a first name and, often, his or her age.

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Imagine you saw this on one of these forum sites: ‘I think real friends always tell you that you are right no matter what! (Corey – age 11)’.

o c . che e r o t What would go through your mind? r s supe r What might go through the minds of other readers? Copy Corey’s statement then write four replies that might appear on Corey’s forum site. Create a name and age to add to the end of each reply.

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Making things easier Exposition

Setting the scene and stimulating ideas • Different sized, shaped and textured containers

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Reviewing writing

• Structure: This expository text should begin with a sentence about which group of materials the student would choose. This should be followed by a list of reasons supporting that choice. There might be a concluding statement.

Teac he r

• Specific features: Reference should be made to specific materials.

Exposition

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

• Topic-related task: Which floor covering do you think is most suitable for classrooms: timber, vinyl or carpet? Give reasons for your answer. • Text types include: debates, letters, editorials and advertisements

Playground plans

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Discussion

Setting the scene and stimulating ideas

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• Pictures/posters of different types of playground equipment

Reviewing writing

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o c . che e r o t r s super

• Structure: This discussion should begin with the sentence presented in the activity. This should be followed by the different suggestions made by the students, each with supporting evidence. • Language features: topic-related words and phrases; verbs, present tense, terms such as therefore, because and if; emotive language used to convince the reader • Specific features: Three responses should be included; types of equipment and material should be mentioned in each case.

Discussion • Topic-related task: When a family went to buy an outdoor setting of table and chairs a discussion broke out between the parents about the materials the setting should be made from. Write about the discussion that took place. • Text types include: interviews, forums and editorials 12

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Making things easier

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If you were going to make a container or bag for small items such as pencils, rulers and erasers and you had a choice of the two lists of materials below to use, which would you choose? Write a sentence stating your choice and give all the reasons why you think these materials would be better. • a sheet of thick cardboard, staples, glue stick • a length of thick fabric, large needle, thick cotton, button

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Teac he r

Trying to carry many small items such as pencils, rulers and erasers can be tricky if we don’t have a container in which to hold them. Simple carry bags and containers can solve the problem. In shops we can see bags and containers made from many different materials. Some are more suitable than others when it comes to being the right size, the strongest material or the easiest to carry.

Exposition

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Playground plans

Playground equipment can be so much fun to use. When new equipment is planned, many points need to be considered: Who will use the equipment? What materials are best to use? What designs are the safest? Most schools have some play equipment and all these questions would have been considered before building the playground.

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Imagine a school was thinking of creating a new playground. Three students from different Year levels were chosen to talk to the principal about what type of equipment they thought would be best. Copy this sentence: ‘These are the different ideas three students gave to the principal about new playground equipment’. Write what each student said to the principal. Include the types of equipment they suggested, the materials they wanted used and the reasons why they believed their choices were best.

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The old versus the new Narrative

Setting the scene and stimulating ideas • Pictures and books about different types of trains, particularly old steam trains and current designs

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Reviewing writing

• Structure: This narrative text should include:

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

Teac he r

(b) a complication, where problems surrounding the replacement of Sam arise

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• Language features: use of words that link stages in time, use of adjectives and adverbs, use of action verbs, written in first or third person • Specific features: The reasons for the planned replacement of Sam should be included.

Narrative

• Topic-related task: Write a humorous story about the invention of a robot.

Make it move

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Procedure

Setting the scene and stimulating ideas

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• Simple moving toys; diagrams/labelled pictures of simple moving toys

Reviewing writing

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

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• Structure: This procedural text should begin with a sentence that outlines what would be made with the materials. Ordered actions or steps should then describe what or how things need to be done in order to create the moving toy. • Language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information; for example, size, amount, weight • Specific features: Diagrams of the different materials should accompany the text.

Procedure • Topic-related task: You are the boss of a factory that makes toy windmills. You need to tell a new worker what materials to use and how to go about making a windmill. Write what you would tell the worker. • Text types include: recipes, experiments, directions and instructions for games

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13 The old versus the new

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Think about Sam, Malcolm and the people who would ride the trains. Write a story about the two trains that includes why it had been decided it was time to replace Steamy Sam.

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Teac he r

Steamy Sam had chugged up the mountainside for years and years. The old steam train had carried thousands of passengers as log after log was thrown into the fire at the rear of his engine, pumping out clouds of steam and keeping him full of energy. Imagine how he felt when he heard that an electrically-powered train, Marvellous Malcolm, was about to take over his job. Malcolm was supposed to be faster and cleaner and would carry more passengers.

Narrative

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Make it move

Many inventions have been the result of someone accidentally putting materials together and discovering they could have a purpose. Odds and ends can often be used for simple inventions and there is no reason why you can not be an inventor.

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A box containing different items is the answer to your dream of inventing a simple moving toy. In the box there are four plastic cotton reels, two thick wooden skewers, a small cardboard box, some paper clips and a length of string. Draw pictures of each of these items then plan how you could put them together to make the toy. Write a sentence telling what you would make, followed by simple numbered instructions to tell how you would go about creating your invention. Remember, the toy needs to be able to move.

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Procedure

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15 Test flight Explanation Setting the scene and stimulating ideas • Display pictures/books of aircraft through the ages

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Reviewing writing

• Structure: This explanatory text should begin with a statement about the making of the planes. This should be followed by details that explain why one plane flew further than the other. It might end with some form of concluding statement.

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• Language features: use of topic-specific vocabulary, words that outline cause and effect and the use of present tense • Specific features: Text should include the different materials and techniques used in the construction of the two planes.

Explanation

• Topic-related task: Write a text to explain why wind is needed to fly a paper or plastic kite. • Text types include: how and why texts, diagrams and flowcharts

Remembering toys

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Recount

Setting the scene and stimulating ideas

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• A variety of moving toys suitable for different age groups

Reviewing writing

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• Structure: This recount should be presented as a three-columned time line where dates, toys and descriptions are used. The information should be presented in chronological order. • Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs. • Specific features: Included toys should all have moving parts.

Recount • Topic-related task: Imagine a race took place between three different pedal-powered toys. Write a newspaper article to tell about what happened at the event. • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

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Test flight

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Your job is to carry out an experiment. Using different materials, folding and gluing techniques, make two very different planes. One could be made from cardboard, the other from lighter paper. Test your planes and see which flies further. Write an introductory sentence about your experiment, mentioning the materials you used and the ways you constructed your planes. Explain why one flew better than the other.

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Teac he r

For many, many years, people kept trying to fly like a bird. The first machine in which a person was able to fly looked like a large box kite. Many changes in design have taken place over the years and now we have huge jets that can carry hundreds of passengers around the world. To get to this stage, however, people had to keep experimenting with materials and engines.

Explanation

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Remembering toys

Since you were very young you have probably played with many toys that have been able to move. They might have been little cars, tricycles, dolls, robots or bicycles. Some toys can be wound up or include batteries so that they move. Others need the power and energy that comes from you to move their parts.

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Rule your page into three columns. The first two can be narrow, the third needs to be the widest. In the first column write how old you were when you can remember playing with your first moving toy. In the second column write what the toy was and in the third column write what you had to do to make the toy move. Underneath, write about another moving toy you played with about a year later. Keep going, right up to a moving toy you play with today.

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Recount

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Research, ride and report Report

Setting the scene and stimulating ideas • Pictures and books about bicycles through the ages

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Reviewing writing

• Structure: This report should begin with a general statement or introduction that indicates the topic is bicycles. This should be followed by a description of different bicycle designs through the ages.

Teac he r

• Specific features: Some pictures or diagrams should accompany the text.

Report

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

• Topic-related task: After being set free in a toyshop to investigate new moving toys that will be available for Christmas, you have to give a report on a television current affairs-type program. Write what you will say in your report. • Text types include: historical, geographical, technological texts and newspaper reports

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Procedure

Setting the scene and stimulating ideas

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Now for the photograph • A variety of photographs and photo frames of different styles and shapes

Reviewing writing

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• Structure: This procedural text should begin with the heading that defines what is to be made. There should be a list of required materials, followed by ordered steps that show how the frame is to be made. • Language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information; for example, length, amount, size • Specific features: It should be obvious the frame is finished when the last instruction is completed.

Procedure • Topic-related task: Find an object of interest in your classroom that is made of several parts; for example a set of shelves, a chair. List all the materials that have been used to make the object and outline how you think it would have been constructed. • Text types include: recipes, experiments, directions and instructions for games 18

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Research, ride and report

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Use books and the Internet to help you research and take notes about the history of the bicycle. Use your notes to write a report that tells about how bicycle designs have changed over the years. Draw pictures that show some of these changes.

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Teac he r

Penny-farthing bicycles had very large front wheels and small rear wheels. They were popular in the late 1800s. Inventors kept increasing the size of the front wheel, hoping to make the bicycle more stable and capable of faster speeds. Today’s bicycles are very different. They are made of lighter materials, the wheels are the same size and some people can ride them at incredible speeds.

Report

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When someone special is about to celebrate an occasion such as a birthday, wedding or Christmas, it often makes us think about gifts that would mean a great deal to that person. There’s nothing better than having the opportunity to hunt through an art cupboard to search for materials that might lead to a unique creation.

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18 Now for the photograph

When you spoke to the art teacher about wanting to make a birthday gift for someone special, she suggested you make a photo frame. You searched a cupboard and found the following materials: a square piece of flat, thin wood; a packet of craft sticks, wood glue, spray paint, silver stars.

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On your page, write a heading: ‘How to make a photo frame’. List all the materials you will use and then write a series of numbered instructions telling exactly how you will make the frame. Procedure

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Magical Mollie Narrative

Setting the scene and stimulating ideas • Simple cut-out of Magical Mollie with an average-sized body and very long arms and legs

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Reviewing writing

• Structure: The introduction for this narrative has been presented in the activity. The remainder of the text should consist of: (i) a complication, where problems surrounding Mollie and her extraordinary abilities arise

Teac he r

(ii) a resolution, where these issues are resolved.

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• Language features: use of words that link stages in time, use of adjectives and adverbs, use of action verbs, written in first or third person • Specific features: The presented introduction or similar should set the scene for the story.

Narrative

• Topic-related task: Use some modelling clay, plasticine™ or play dough to make two small creatures. Write a story that tells about an adventure these two creatures share.

Moving in fear

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Recount

Setting the scene and stimulating ideas

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• Pictures, photographs of rides at fun parks and carnivals

Reviewing writing

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

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• Structure: This recount should begin with an introduction that tells where and when the experience took place. This should be followed by an outline of what took place and the feelings experienced. It should end with a conclusion about the after-effects. • Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments reflecting emotions • Specific features: The text should conclude with the specified reflection.

Recount • Topic-related task: Imagine you are on a holiday where yesterday you visited a theme park with many rides. Make, then write on, a postcard, telling your best friend about the experience. • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles 20

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Magical Mollie

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Use this descriptive introduction to begin a story about Magical Mollie: ‘Strolling through a park one sunny day, Magical Mollie heard the cries of a small kitten stuck in the high branches of a tree. As she took a deep breath, Mollie’s rubber limbs began to stretch. They grew and grew until she was able to twist one of her arms in and out through the knotted branches to reach the worried kitten’.

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Teac he r

Writing stories gives us the opportunity to use our imaginations. It allows us to let the impossible happen, to dream and to create characters who do just what we want them to do. Using describing words can help to make good stories even better. They help a person who reads the story imagine just what a setting and characters are like.

Narrative

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Moving in fear

Most of us are afraid of something; it might be the dark, being up high, being trapped in small places or coming too close to spiders. These types of fears can make our bodies tremble, make us sweaty or even bring us to tears. Sometimes, we grow out of the fears, but sometimes they seem to stay with us forever.

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Think back to a time you were on or in something that was going too fast, was too high, didn’t seem strong enough, or swayed or rocked you until you felt unwell or very scared. Write a recount of your experience, describing exactly where you were, what was happening and how you felt throughout your ordeal. Conclude your story by telling about the aftereffects of your scary experience.

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The role of the mini-creature Report

Setting the scene and stimulating ideas • Pictures, books and internet sites about tiny creatures such as ants, bees, moths and spiders

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Reviewing writing

• Structure: There should be some form of major heading indicating the creature being presented in the report. This should be followed by information about the creature under the headings listed in the activity.

Teac he r

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

• Specific features: Each of the headings listed in the activity should be included. There should also be a picture of the creature.

Report

• Topic-related task: Research and write a report on how bees help ‘propagate’ flowers.

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

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A deep-down food chain Explanation

Setting the scene and stimulating ideas

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• Pictures/books about life in the ocean, depicting plants and small and large creatures

Reviewing writing

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• Structure: This explanatory text should begin with a statement such as the one given in the activity. This should be followed by an explanation of how each individual creature in the food chain is dependent upon another creature/plant as its food source. • Language features: use of topic-specific vocabulary, words that outline cause and effect, words identifying time relationships; for example, ‘following’, ‘then’; use of present tense. • Specific features: A diagram should support the text.

Explanation • Topic-related task: Research and write a text that explains why worms are important to people. • Text types include: how and why texts, diagrams and flowcharts

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The role of the mini-creature

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Use the Internet and books to help you write a report about a mini-creature. Write your report under these headings: ‘What the creature looks like’; ‘Where the creature lives’; ‘The food it eats’; ‘Its importance to other living things’. Include a picture of your creature.

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Teac he r

Have you ever stopped and watched an ant busily scurrying along, carrying a crumb bigger than itself, or stared at a bee as it gathered pollen from the middle of a flower? Why do mini-creatures do these things? It’s because these tiny creatures play a huge part in the lives of other living things—both plants and animals. Bees don’t only give us honey, they are responsible for the pollination of many flowers. Ants help put air in the soil and are food for many creatures.

Report

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Millions of creatures and plants live in our oceans and seas. They come in all shapes and sizes and depend upon each other for survival. Some water creatures are planteaters and others are meat-eaters, but they all need food to survive. The link that describes how one living thing relies upon another as its source of food is called a ‘food chain’.

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22 A deep-down food chain

Use different sources to help you find out information about an underwater food chain. Once you know the order in which the living things form their chain, write a text to explain how it works. At the start of your text you could write:

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‘There are different food chains active in the oceans and seas. This is how one of those food chains works’. Draw a diagram to match your text. Explanation

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Teachers notes

When the door was untied Narrative

Setting the scene and stimulating ideas • Pictures and books about possums and other nocturnal creatures

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Reviewing writing

Teac he r

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• Structure: This narrative text should include: (a) an orientation, where the setting of the vegetable garden and the possum are introduced and a time set for the event(s) to occur (b) a complication, where problems surrounding the possum and its venture into the vegetable garden arise (c) a resolution, where the problems are resolved. • Language features: use of words that link stages in time, use of adjectives and adverbs, use of action verbs, written in first or third person. • Specific features: The story should be set at night, as the possum is a nocturnal creature.

Narrative

• Topic-related task: As a spider sat high in the corner of classroom waiting for its prey, it had an excellent view of what was happening at the back of the room. Write a story about what the spider witnessed. • Text types include: short stories, poems, plays, myths, legends and fairytales

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Why spiders spin webs Explanation

Setting the scene and stimulating ideas

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• Spider web constructed from wool or cotton, pictures/books about spiders

Reviewing writing

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• Structure: This explanatory text should begin with a statement about a spider needing food to survive. This should be followed by details of how a spider spins its web, traps and eats its prey. • Language features: use of topic-specific vocabulary, words that outline cause and effect, words identifying time relationships; for example, ‘after’, ‘then’; and the use of present tense. • Specific features: A labelled diagram of a spider, web and prey should be included.

Explanation • Topic-related task: Create a large labelled poster or concept map that explains how the energy for all living things starts with the sun. • Text types include: how and why texts, diagrams and flowcharts

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When the door was untied

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Try to put yourself in the position of a possum. You live in a tree in a large suburban garden. The owners of the property have a huge vegetable garden that is completely enclosed with wire mesh. Every night as you scurry along the branches of the tree preparing to leap onto a neighbour’s fence, you look at the feast locked away in the vegetable garden. Then, one night, the forgetful owner leaves the mesh door untied. You think you are the luckiest creature alive. Write a story about that night’s experiences.

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Teac he r

Possums are small, nocturnal marsupials found in Australia, New Guinea and New Zealand. Nocturnal means they are active at night and rest during the day. In many areas possums are considered pests because they love to eat fruit, vegetables, flowers and plant shoots. They have been known to destroy many gardens during their nightly ventures.

Narrative

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Why spiders spin webs

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Spiders come in various colours and sizes but they all have two main body parts and eight legs. Spiders have special glands that produce silk. They use their silk for a number of different purposes. These include to travel along, to protect their eggs and to trap their food supply. Spiders are carnivores. They eat insects and other spiders.

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Use books and the Internet to help you find out information about how a spider uses a web to catch its prey. Write an introductory sentence about a spider needing food to survive and then explain how it goes about achieving this. Tell about how the spider makes its silk, spins its web and catches its food supply. Draw a labelled picture of the spider, its web and its prey.

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To fish or not to fish Discussion

Setting the scene and stimulating ideas • Words on cards such as: ‘extinct’, ‘hunt’, ‘survive’; fishing gear, pictures of fish

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Reviewing writing

• Structure: This discussion should begin with an introduction to the two people involved. This should be followed by arguments and reasons each gives regarding the fishing.

Teac he r

• Language features: topic-related words and phrases; verbs, present tense, use of terms such as if, because and then; use of emotive language

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• Specific features: The extinction issue should be a focus.

Discussion

• Topic-related task: Traps are to be set on some farms to catch rabbits that are eating through vegetable plantations. What points of discussion might be raised about this action? • Text types include: interviews, forums and editorials

The absence of light

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Procedure

Setting the scene and stimulating ideas

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• Underwater diorama; pictures of oil tankers, underwater plant life

Reviewing writing

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• Structure: This procedural text should begin with a statement about testing a plant’s need for light. Required materials should be listed, followed by the steps that will be taken throughout the experiment. • Language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information; for example, size, amount, time • Specific features: The plant’s light deprivation should be obvious in the steps presented.

Procedure • Topic-related task: Make a board game about plants needing water, soil and sunlight. Write instructions telling how to play the game. • Text types include: recipes, experiments, directions and instructions for games

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To fish or not to fish

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Imagine a conversation between someone who catches a species of fish that is nearing extinction and a person who believes this fishing is wrong. Write a sentence that introduces the two people and then write what they might say to each other, making sure you mention the reasons each one gives for believing he or she is right.

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Teac he r

When a link in a food chain is broken, it can have a flow-on effect. If a species of plant or animal becomes extinct, it could mean that the only source of food for another creature has disappeared. There are many different reasons why species become extinct. Sometimes it’s disease; at other times it may be breeding problems or hunting. Humans have always hunted. It is the way they have survived. People have different views about the reasons for hunting and what creatures should or should not be hunted.

Discussion

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The absence of light

A plant needs energy from the sun to survive. When an animal eats a plant, some of this energy is transferred to the animal. This means all members of a food chain rely on the sun. Sometimes, mistakes by humans cause interruptions to this supply of energy by restricting the light of the sun on plant life. For example, when ships lose oil, a thick, blackness covers the water, preventing sunlight from reaching plants which are a source of food for marine animals.

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You are going to create an experiment to test how important sunlight is to a food chain by seeing what happens to a plant when it is unable to get energy from the sun. Write a sentence that tells what you are trying to prove by doing the experiment. List everything you will need and then write step-bystep instructions telling how the experiment will be carried out.

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Computer to wetlands Procedure

Setting the scene and stimulating ideas • Models, pictures, diagrams of living things in a wetlands environment

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Reviewing writing

Teac he r

• Structure: This procedural text should be presented in the form of a chart. It should begin with a heading that tells students what they are required to find out. This should be followed by ordered steps that describe what the students need to do in order to locate the information on the Internet.

• Specific features: The chart should be decorated with wetlands pictures.

Procedure

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• Language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information

• Topic-related task: If you had to create a model or diorama of a wetlands area, how would you go about it? List the materials you would use as well as defining the steps you would take. • Text types include: recipes, experiments, directions and instructions for games

A place to rest

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Recount

Setting the scene and stimulating ideas

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• Bird’s nest, pictures of wooden homes and hollow trees where animals live

Reviewing writing

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• Structure: This recount should begin with a statement that details where and when the student watched the creature. This should be followed by details of what was witnessed during the experience. • Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments • Specific features: Feelings experienced by the student while watching this event should be included.

Recount • Topic-related task: Imagine you are a birdwatcher. Write four diary entries that tell about where and when you spotted particular birds and what the birds were doing at the time. • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles 28

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Computer to wetlands

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It’s time to pretend you are a teacher. You want your students to find out about plants and animals that live in a wetlands area and how they depend upon each other for survival. You want them to find the information using the Internet, so you make a chart to hang near the computer with instructions on how to go about it. Make the chart with a heading that tells what the students need to find out, then list the steps they will need to follow in order to locate this information on the Internet. Decorate the chart with wetlands pictures.

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Teac he r

Years ago, if you wanted to find information about living things you would read books in classrooms, visit libraries and ask other people what they knew. You can still do these things today, but you also have the Internet to help you.

Procedure

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A place to rest

Animals do not depend on plants only for food, they depend on them for shelter and protection too. People use the wood from trees for their homes; many creatures live in the hollows of tree branches; birds use twigs and leaves to build their nests, which are often constructed in trees and bushes.

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Try to recall a time when you were outside and were fortunate enough to see a little creature using a tree or bush to rest or shelter in. Where were you when you saw this? What type of creature was it? What was it doing? Use the answers to these questions to help you write about this special experience. Include how you felt as you watched what the creature was doing.

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Listen, Mr Mayor! Exposition

Setting the scene and stimulating ideas • Pictures of beautiful parklands, bulldozers, large buildings

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Reviewing writing

• Structure: This expository text should be presented in the form of a letter. It should begin with the student’s initial reaction to the sign. This should be followed by reasons, with evidence, why the student believes the park should remain.

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• Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language • Specific features: There should be the evidence of specific features of a letter, such as a greeting and a ‘signing off’.

Exposition

• Topic-related task: ‘Wasps can only be regarded as pests.’ How does this statement make you feel? Why?

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

What people need

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Report

Setting the scene and stimulating ideas

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• Samples of timber, wool, cotton, vegetables, fruit and/or pictures of the same

Reviewing writing

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• Structure: This report should be presented under the major heading, ‘People, other animals and plants’. The text should begin with a sentence such as that given in the activity. Information should be presented under the prescribed subheadings. • Language features: vocabulary related to a specific topic, action verbs, words identifying classifications, descriptive language • Specific features: Information should be paragraphed or blocked under individual headings. The main focus should be on people and their needs.

Report • Topic-related task: Research and write a report on an animal that became extinct. Include information about why this occurred. • Text types include: historical, geographical, technological texts and newspaper reports

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Listen, Mr Mayor!

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Imagine one day you walked to a park full of large trees and native bushes. At the entrance to the park there was a sign saying the parkland was going to be cleared so three shops could be built. You were horrified when you thought of all the animals that lived in the park. You decided to write a letter to the mayor to tell him of your concerns. Write your letter, explaining why you feel the park should not be touched.

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

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Teac he r

Environments change over time and when they do, ecosystems and creature lifestyles can also be changed or disturbed. We are often not aware of animal habitats and food supplies, so sometimes the actions that people take have unexpected effects on living things. An example of this could be when a large area of woodland is cleared for houses, shops or roads.

Exposition

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What people need

People are animals and like all animals we are dependent upon plants and other animals for survival. We use them as food, in some cases, for clothing and often to build shelter. Without these other living things, we could not continue to exist.

m . u

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Keeping these facts in mind, you are going to write a report called, ‘People, other animals and plants’.

o c . che Use books and the Internet e to find relevant r o t information. Begin by writing a sentence r s su r e p that tells about people needing plants and animals in order to survive. Then write information under each of these headings: ‘Animals for food’ ‘Plants for food’ ‘Clothing from plants and animals’ ‘Shelter from plants’

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Should there be a limit? Exposition

Setting the scene and stimulating ideas • Diagrams/pictures of people exercising

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

Reviewing writing

• Structure: This expository text should be presented in an email format. Jon should be addressed and the body of the text should consist of one-sided arguments and supported evidence regarding the program at the gymnasium.

Teac he r

• Specific features: The format should be that of an email text.

Exposition

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

• Topic-related task: There are some children who never venture outside for physical activities. How does this fact make you feel? Why? • Text types include: debates, letters, editorials and advertisements

Inactive Looie

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Discussion

Setting the scene and stimulating ideas

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m . u

• Samples of sports equipment, sports uniforms, pictures of physically active children

Reviewing writing

o c . che e r o t r s super

• Structure: This discussion should be presented in the form of a conversation between the teacher and the student. The subject of the letter—sore knees—should be raised at the start of the conversation. • Language features: topic-related words and phrases; verbs, present tense, use of terms such as therefore, because and if; use of emotive language • Specific features: The teacher and student should be identified each time they speak.

Discussion • Topic-related task: Some people disagree about whether or not children under the age of 10 should work out at a gymnasium. List points that might be presented both in favour of and against them working out. • Text types include: interviews, forums and editorials

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31 Should there be a limit?

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When you received this email from a friend your own age, you were quick to send a reply. Read the email and then write a detailed reply, setting your text out like an email:

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‘Hi Jon, I’m going to join this new program at the gym. I will go for one hour each morning before I go to school and for two hours in the afternoon, five days a week. Can’t wait! Sounds great, doesn’t it?’

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Teac he r

Exercising our minds and bodies is very important. Both help to keep us healthy. There are many different ways we can keep physically and mentally fit, but we must think carefully about how we do this. It is important not to take any habits and ideas to extremes or to let any one activity completely take over our lives.

Exposition

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Inactive Looie

Some form of physical education should be a part of all school curriculums, where students participate in fitness and/or sports activities. Many teachers believe students perform better academically if they exercise and stay fit. They believe this helps to keep their minds alert and ready to learn.

m . u

Looie hated Tuesdays and Thursdays because they were physical education days. She convinced her dad to write a letter to her teacher asking for her to be excused from these lessons because she sometimes got sore knees afterwards. This wasn’t true; it was only the excuse she gave her dad. Looie’s teacher discussed the letter with her. Write the conversation that you think might have taken place between the teacher and the student.

o c . che e r o t r s super

Discussion

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Switch-off time Recount

Setting the scene and stimulating ideas • Pictures, photographs that reflect relaxation, hobbies being enjoyed

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

Reviewing writing

• Structure: This recount should begin with an introduction that outlines where and when the event took place. This should be followed by details of the experience with reference to feelings prior to and after the event.

Teac he r

ew i ev Pr

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

• Specific features: Between the beginning and end of the text there should be a turnaround of feelings expressed.

Recount

• Topic-related task: Create a time line that tells of favourite relaxing pastimes you have enjoyed throughout your life. • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

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Explanation

Setting the scene and stimulating ideas

. te

• Version of the food pyramid; pictures of different groups of food

Reviewing writing

m . u

There’s a reason behind it

o c . che e r o t r s super

• Structure: This explanatory text should begin with a statement about what the food pyramid is. This should be followed by details that outline the make-up, shape and purpose of the food pyramid. • Language features: use of topic-specific vocabulary, words that outline cause and effect and the use of present tense • Specific features: Specific information responding to the three questions in the activity should be included.

Explanation • Topic-related task: Use books and your own knowledge to write a text that explains the different effects these two meals could have on a body: (a) a hamburger, fries and chocolate shake, and (b) oven-baked fish and salad. • Text types include: how and why texts, diagrams and flowcharts 34

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Switch-off time

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Think back to a time when you felt too busy; when you felt like you’d burst if you didn’t have the chance to ‘switch off’. What did you do to ease that feeling? How did this make you feel?

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

Write about that experience. Include the exhaustion you were feeling, what you did to ‘switch off’ and how you felt after taking this action.

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Teac he r

Our minds never stop working. We are always reflecting, planning or evaluating something. Sometimes, this can become tiring and mental relaxation becomes very important. A relaxing hobby, a chance to read a book, painting a picture or simply sitting and admiring a view can all have a positive, calming effect.

Recount

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There’s a reason behind it

There are foods we like and there are foods we dislike. There are foods we should eat plenty of and foods we should consume little of. Unfortunately, we sometimes enjoy—and get more satisfaction from—food that is not so good for us.

m . u

Look in books and on the computer to find a diagram of the food pyramid. Study the pyramid, looking at where different food groups sit and the size and shape of the pyramid. Use these observations and what you know about food groups to help you write an explanation of the significance of the food pyramid. What is the aim of the food pyramid? Why are the food groups presented in this format? What does the position of a particular food or food group tell you about how often it should be eaten?

o c . che e r o t r s super

Explanation

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Teachers notes

‘Fitness’ camp Narrative

Setting the scene and stimulating ideas • Pictures of students participating in fitness activities; photographs of school camps

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Reviewing writing

Teac he r

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• Structure: This narrative text should include: (a) an orientation, where Henri and Oscar are introduced along with the setting of the fitness camp and a time is set for the event(s) to occur (b) a complication, where problems surrounding Henri and Oscar and their experiences at camp arise (c) a resolution, where these problems are resolved.

• Language features: use of words that link stages in time, use of adjectives and adverbs, use of action verbs; written in first or third person • Specific features: It should be obvious the camp is a fitness camp.

Narrative

• Topic-related task: Write a funny poem that tells about someone trying to get to the top of a very wobbly climbing frame made from thick ropes.

The dinner decision

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Report

Setting the scene and stimulating ideas

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m . u

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

• Posters/pictures/advertisements of different meals—some healthy, some unhealthy

Reviewing writing

o c . che e r o t r s super

• Structure: This report should begin with a general statement about the survey being undertaken. This should be followed by information that presents the results obtained and a subsequent summary of those results. • Language features: vocabulary related to a specific topic, action verbs, words identifying classifications, descriptive language • Specific features: A bar graph should accompany text and the report should reflect information in the graph.

Report • Topic-related task: Write an information report about the ‘healthy’ food available at your school canteen. • Text types include: historical, geographical, technological texts and newspaper reports

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‘Fitness’ camp

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Henri and Oscar are best friends. They were really excited about going on camp until they heard it was a ‘fitness’ camp where there would be plenty of exercising and challenging physical experiences. This was not their idea of having fun! Write a story that tells about Henri’s and Oscar’s experiences and how they cope with the events that take place at their school camp.

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

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Teac he r

School camps can be great fun. They provide an opportunity for students to spend more time together and learn more about personalities and habits that are not always obvious at school. Teachers choose different types of camps for their students—some camps are to historic towns, some involve camping in tents, while others are at big centres with large dormitories.

Narrative

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The dinner decision

Our bodies use different foods for different purposes. Some are specially good for our blood, some give extra energy and some help with the process of digestion. For this reason it is important that we eat a variety of food types, remembering, however, that what is referred to as ‘junk food’ should not be eaten every day.

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Ask all the students in your class this question and record your results: ‘If you had your choice, which would you have for dinner: • chicken salad and vegetable pie, or • hamburger and fries?

o c . che e r o t r s super

Draw a bar graph to show the results. Use your graph to help you write a report about your survey. Start with a sentence about surveying classmates regarding food choices. Report

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Teachers notes

Exercising the mind Procedure

Setting the scene and stimulating ideas • Samples of board and card games

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

Reviewing writing

• Structure: This procedural text should begin with a statement such as; ‘This is how you play the game’ or ‘To play this game you need to …’. There should then be a sequential order of instructions on how to play.

Teac he r

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• Language features: sequential ordering of steps, imperative verbs, present tense, words used to link stages of procedure, detailed information • Specific features: The game itself should be presented with everything needed for a game to proceed.

Procedure

• Topic-related task: Write a text that tells exactly what you do to get yourself into a very relaxed state. Include where you go, what you think about and what actions you take to relax. • Text types include: recipes, experiments, directions and instructions for games

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Recount

Setting the scene and stimulating ideas

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m . u

Floating in dreamland

• Pictures and photographs of people sitting by themselves possibly reflecting or daydreaming

Reviewing writing

o c . che e r o t r s super

• Structure: This recount should begin with an introduction explaining where the daydreaming experience took place. This should be followed by details of what was ‘dreamt’ about. The text should conclude with a passage about how the daydreaming came to an end and the feelings that resulted from the experience. • Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments. • Specific features: Look for the expression of feelings both prior to and after the experience.

Recount • Topic-related task: Write three journal entries that recount relaxing experiences you have had over the past month. Remember to include how you felt at the time. • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles 38

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Exercising the mind

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Invent a board or a card game where questions need to be answered. It could involve spelling tricky words or answering times tables. When you have planned your game and made all that you need to play it, write instructions other students could follow if they wanted to play the game.

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

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Teac he r

Just as it is a good thing to relax and let our minds switch off from the busyness that sometimes seems to take over our lives, it is also good to have periods where our minds are challenged, where we have to think hard and come up with answers or solutions to problems. Playing board and card games can be one way to challenge our minds.

Procedure

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Floating in dreamland

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Why do we daydream? Probably for a number of different reasons—to unwind, to recall, to plan; these are all possibilities. It can be very relaxing to daydream. It is a bit like going into your own world where everything that is going on around you seems to disappear and you are thinking about something in a time and place quite different from your real environment.

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Think about a time you spent daydreaming. (I wonder if it was during a lesson at school!) Write a text telling where you were at the time, what you were dreaming or thinking about and how you felt during the experience. Finish your text by saying what made your daydreaming come to an end and how you felt after the experience.

o c . che e r o t r s super

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Teachers notes

The influences of advertising Exposition

Setting the scene and stimulating ideas • Samples of advertisements for foods, hair and body products, clothing and goods such as mobile phones and portable music devices

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

Reviewing writing

Teac he r

• Structure: This expository text should begin with an introduction that tells what the advertisement is/was about. This should be followed by arguments with supporting evidence that point out why the advertisement is inappropriate.

ew i ev Pr

• Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language • Specific features: The text should not imply simply that the student doesn’t like the advertisement, but that he/she believes it should not appear at all.

Exposition

• Topic-related task: Create a poster that advertises and promotes a healthy lifestyle. • Text types include: debates, letters, editorials and advertisements

Toning up

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Procedure

Setting the scene and stimulating ideas

. te

• Posters/pictures/diagrams of people performing exercises

Reviewing writing

m . u

o c . che e r o t r s super

• Structure: This procedural text should appear in four parts with separate diagrams and instructions outlining how to perform specific exercises. • Language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information; for example, for how long. • Specific features: A stick figure diagram should accompany each set of instructions.

Procedure • Topic-related task: Plan and write an outline of a fun-filled, adventure morning you could have with your family. • Text types include: recipes, experiments, directions and instructions for games

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The influences of advertising

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Think of an advertisement that you have seen or read that you believe is not right or you know is telling people about something that is unhealthy; it may be about a food, a drink or a diet. Write a text that tells what the advertisement is about and list all the reasons why you believe it should not be presented on television, or in a magazine or newspaper.

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

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Teac he r

We can all be influenced by advertising if we allow ourselves to be. Sometimes you might see an advertisement on television or in a magazine that tells you something you really needed to know. In other words, the information provided can be very helpful. There are many advertisements, however, that try to promote things that are not healthy or good for us in any way.

Exposition

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Toning up

The muscles of our bodies work overtime. The major muscle is the heart and, as you imagine, it never gets to rest. Other muscles move when we sit, stand, wave or fold our arms. These muscles are joined to bones in our arms and legs. Simple exercising can keep these muscles in good shape and help us to feel fit and able to move freely.

m . u

Draw four stick figures showing characters doing simple exercises— two that involve arm muscles and two that involve leg muscles. Give each exercise a name and then under each picture write simple instructions telling how the exercise is performed. Keep in mind it is important that muscles are not strained, so the exercises should not be too difficult.

o c . che e r o t r s super

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Teachers notes

Picture the words Narrative

Setting the scene and stimulating ideas • Landscape pictures, night-time scenes

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

Reviewing writing

Teac he r

ew i ev Pr

• Structure: This narrative text should be presented as a song but still include: (a) an orientation, where the balcony setting is introduced, a time outlined for the writer’s experience and a time set for the event(s) to occur (b) a complication, where the view and atmosphere evoke feelings in the writer (c) a resolution or conclusion, where the experience draws to a close.

• Language features: use of words that link stages in time, use of adjectives and adverbs, use of action verbs, expressions of emotion • Specific features: There should be some indication through structure that this is a song; for example, verses, a chorus.

Narrative

• Topic-related task: Imagine sitting and watching tiny creatures move about in a crystal clear rock pool that is glistening in the sunshine. Write about this experience.

Music to the ear

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Procedure

Setting the scene and stimulating ideas

. te

• Selection of musical instruments, pictures of unusual instruments

Reviewing writing

m . u

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

o c . che e r o t r s super

• Structure: This procedural text should begin with a sentence outlining the instrument that is to be constructed. There should be a list of all the required materials, followed by ordered steps explaining how to go about making the instrument. • Language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information; for example, size, amount, weight • Specific features: There should be a labelled diagram of the instrument presented with the text.

Procedure • Topic-related task: Imagine your class is going to put on a musical concert for the rest of the school. List all the steps that will need to be undertaken if the concert is to be a success. • Text types include: recipes, experiments, directions and instructions for games

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Picture the words

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Close your eyes and imagine sitting on a balcony on a night when there is a full moon, a gentle breeze fluttering through the trees and the sound of an owl hooting in the distance. Use this ‘picture’ to help you create a song. Use the words of your song to tell of an experience in this beautiful environment. Perhaps you could perform this song for your class.

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Teac he r

Often we take our environment for granted. Yet, right there beside us can be a picture more beautiful than any artist could ever create. At times the sky can be filled with magnificent colours—sunrises, sunsets, rainbows and billowing clouds can fill us with wonder if we glance up from what we are doing. Trees, hills and wandering rivers are also full of beauty.

Narrative

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Music to the ear

Musical instruments have been played for centuries but at some time the original form of each instrument must have had an inventor. Someone must have stretched strings over an object, someone must have blown into a tube and someone must have filled a container with loose objects and given it a shake. There are probably more musical instruments today than we could count, but there is always room for one more.

m . u

With permission, search through the art and science cupboards and find materials you could use to make a musical instrument. Draw a labelled diagram showing where and how the materials will be used. Write a sentence that tells about the instrument you are going to make, list the materials to be used and write step-by-step instructions telling how to make and play the instrument.

o c . che e r o t r s super

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Teachers notes

Shared creations Recount

Setting the scene and stimulating ideas • Pictures, photographs and books about famous artists (all areas of the arts)

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

Reviewing writing

Teac he r

• Structure: This recount should begin with an introductory passage about the artist, including information such as place and date of birth. This should be followed by a chronologically ordered set of events outlining major aspects of the artist’s life. The text should end by telling where the artist is today or date of death.

• Specific features: It should be obvious that the text is a biography.

Recount

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

• Topic-related task: Think about your favourite ‘living’ artist. Write a review of a performance or presentation involving this person. • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

A coming event

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Exposition

Setting the scene and stimulating ideas

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• Samples of posters, magazine or newspaper articles promoting events

Reviewing writing

m . u

o c . che e r o t r s super

• Structure: This expository text should be presented in a poster format. The name, date and place of the presentation should be highlighted, as well as emotive statements encouraging people to attend the presentation. • Language features: use of topic-related vocabulary, verbs used to express opinion, use of emotive and persuasive language • Specific features: The poster should reflect the personal opinion of the ‘designer’. This should be evident in words used to encourage attendance.

Exposition • Topic-related task: Art sessions at school should not be teacher-directed. They should be periods for total creation by students. Do you agree or disagree? Give reasons for your response. • Text types include: debates, letters, editorials and advertisements 44

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Shared creations

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Research the life of one famous artist. It can be someone from a long time ago or someone who is still alive. He or she might be a painter, someone who draws pictures, dances, sings, plays music or acts on stage. These are all forms of art. Write about this person, beginning with where and when they were born and then include important things the artist has done in his/ her life. This type of text is called a biography.

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Teac he r

We can all be artists and create unique pictures, models, music and dance, but we will not all be famous when we do these things. There have been many artists around the world who have become famous because of their creations and performances. Their works have appeared in galleries or on stages and many people have been able to see and appreciate their talents.

Recount

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A coming event

When any form of artistic performance or presentation is going to take place, it needs to be promoted. That means people need to be told when and where it is going to be, what it is going to involve and, most importantly, people need to be told it is definitely worth seeing! Television, radio and the Internet can be good sources for advertising, but posters displayed in busy places can also be very powerful.

m . u

It is your job to design a poster promoting some form of artistic presentation. You want many people to come along and support the artist involved. Therefore, you need to spell out how wonderful the experience will be. Outline the date(s) and place where the event will be held and then, choosing your words carefully, tell people how great you think the event will be.

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The master of magic Procedure

Setting the scene and stimulating ideas • Samples of ‘trick’ materials such as juggling balls, cards; magician’s hat and wand, pictures of circus performers

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

Reviewing writing

Teac he r

• Structure: This procedural text should begin with a sentence telling what the trick is about. There should be a list of materials needed to perform the trick, followed by step-by-step instructions on how to perform the trick.

ew i ev Pr

• Language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information; for example, size, amount, length of time • Specific features: The trick should be given a name.

Procedure

• Topic-related task: As a circus trainer of tightrope walkers you have to give very specific instructions to new performers. Write a list of detailed, step-by-step instructions you would give to a first-time performer.

Animals or not?

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Discussion

Setting the scene and stimulating ideas

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m . u

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

• Pictures, posters and books about circuses—including some with animals

Reviewing writing

o c . che e r o t r s super

• Structure: This text should begin with a statement that the discussion is about whether or not animals should perform in a circus. This should be followed by arguments, with evidence, presented in discussion by people supporting both sides. • Language features: topic-related words; verbs, present tense, terms such as if, then and because; emotive language used to convince the reader • Specific features: Four points of view should be presented—two in favour of and two against animals performing.

Discussion • Topic-related task: Councils and governments sometimes pay large amounts of money for art pieces they display. Some people agree with this and some disagree. Outline six different arguments that might be given during a debate on this matter. • Text types include: interviews, forums and editorials 46

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The master of magic

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Think of a trick you can do or you have seen other people perform. You want to teach a friend how to do the trick to amaze his/her family. Give the trick a name. Write a sentence that tells what the trick is about. List any materials needed for the trick and write step by step instructions that will help your friend learn how to perform it—as though by magic.

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

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Teac he r

Circus stars and magicians spend years working to perfect their acts. That is why when we watch these people we find it difficult to understand how they are able to move and bend their bodies in amazing ways or perform tasks that we find impossible to comprehend. There are people who can hide things that reappear in amazing places or perform card tricks that seem impossible to explain.

Procedure

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Animals or not?

There are many circuses around the world. Some have only child performers, others only adults and others have a combination of people and animals. In some cases, animals are taught to jump through hoops, carry people and ride bicycles. There are people who marvel at this, but there are others who believe this is just a form of animal cruelty.

m . u

When some people heard a circus involving animal acts was coming to town, they called a meeting. You went along to the meeting because you really hadn’t formed an opinion about the circus. You listened to people who were in favour of the animal acts and to those who thought they should not be allowed. Write a text about the meeting. Begin with a sentence telling what the meeting was about and then write what two people in favour of the animal acts said and what two against these acts said.

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Local artists perform Report

Setting the scene and stimulating ideas • Pictures of school productions, choirs, classroom plays

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

Reviewing writing

• Structure: This report should begin with a statement about the type of performance being addressed. This should be followed by information that includes dates, times and place of performance, preparations, performance focus and the audience.

Teac he r

ew i ev Pr

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

• Specific features: The report should have a major heading and the information throughout should be presented under subheadings.

Report

• Topic-related task: Survey your class about their favourite television shows and actors. Use the results to write a report about the shows, when they are aired on television and the actors who appeal to people of your age group.

Marvellous musicians

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Explanation

Setting the scene and stimulating ideas

. te

• Display pictures/books of musical instruments and orchestras

Reviewing writing

m . u

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

o c . che e r o t r s super

• Structure: This explanatory text should begin with a definition of an orchestra. This should be followed by text that explains the reasons behind the grouping of instruments and how a conductor relates to all performers, telling them when it is their turn to play. • Language features: use of topic-specific vocabulary, words that outline cause and effect, use of present tense • Specific features: Names of specific instruments should be included in the text.

Explanation • Topic-related task: A tuning fork and a metronome are two things often used by musicians. Research both and explain how each works and the purpose for which each is used. • Text types include: how and why texts, diagrams and flowcharts

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Local artists perform

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Using a major heading and subheadings, write a report about some form of production or concert that has taken place at your school. Include when and where the event took place, the preparations that were required, who was involved in the organisation and the performance, the focus of the event and who came along to watch the artists in action.

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Teac he r

Some of the best musical, dance, choir and acting performances are produced by schools. Often specialist drama or music teachers plan concerts, teach and help students develop their talents and then promote and present events. But, there are many schools who present these types of events with students and classroom teachers doing all the organising.

Report

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Marvellous musicians

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An orchestra is a large group of musicians who perform together playing a variety of instruments. Orchestras have been performing for centuries and can have up to a hundred or more people playing in them. The instruments in an orchestra are grouped in a particular way and in most cases musicians follow a conductor to know exactly when it is their turn to play and how they are to perform.

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Use books and the Internet to locate information about an orchestra. Use this information to help you write a text that explains, in your own words, what an orchestra is and how and why particular instruments are grouped. Include the names of instruments that make up the different groups. Also include information about the role of the conductor.

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Star of the show Narrative

Setting the scene and stimulating ideas • Television program guides, pictures of children’s television shows and performers; toys replicating stars of children’s shows

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Reviewing writing

Teac he r

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• Structure: This narrative text should include: (a) an orientation, where the setting, characters and time aspect of the story are introduced (b) a complication, where problems as a result of the application and subsequent follow-up arise (c) a resolution, where the problems are resolved.

• Language features: use of words that link stages in time, use of adjectives and adverbs, use of action verbs, written in first or third person • Specific features: There should be an early indication as to what show was being viewed and the rest of the story should reflect some sort of involvement in or interaction with this show.

Narrative

• Topic-related task: Write a plot for a television show in which characters from two of your favourite shows meet each other.

One person’s view

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Exposition

Setting the scene and stimulating ideas

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• Books, pictures of famous paintings

Reviewing writing

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

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• Structure: This expository text should begin with the name of the famous painting and the artist. This should be followed by a personal opinion of the painting with supporting reasoning. • Language features: use of topic-related vocabulary, verbs used to express opinion, use of emotive and persuasive language • Specific features: The painting should be famous and there should be evidence of research— artist, dates and, if possible, where the painting is housed today.

Exposition • Topic-related task: The cost for a family to go to the state art gallery is increasing from $45 to $50. How do you feel? • Text types include: debates, letters, editorials and advertisements

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Star of the show

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While sitting watching your favourite television show one afternoon, an advertisement scrolled across the bottom of the screen telling viewers that the producers of the show were looking for a new actor your age to take on a major role in the next series. There was something inside you that told you to follow the instructions on the screen and apply for the position. Tell the story about what happened after you applied for the position.

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Teac he r

Television plays an important part in the lives of most people. There are so many different channels for people to watch and the variety of television shows is growing all the time. I’m sure you have some favourite shows you enjoy watching, either weekly or daily. Have you ever imagined what it would be like to be an actor in one of your favourite shows? Let’s get the imagination working.

Narrative

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One person’s view

There have been many famous artists throughout the centuries whose works have been bought and sold for thousands, even millions of dollars. Some of these pictures are in private collections but many have made their way into large galleries where people can go and see the famous pieces in the one building. We all have different tastes when it comes to paintings. What one person sees as marvellous, someone else may not like at all.

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In a book or on the computer, locate a picture of a famous painting. Write the name of the painting, the artist and, if possible, where the piece is kept today. Underneath this write your personal view of the painting, giving all the reasons why you do or do not like it.

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Living in a community Explanation

Setting the scene and stimulating ideas • Display pictures/books of important places in a community such as the hospital, post office, fire station, school

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Teac he r

• Structure: This explanatory text should begin with a statement about people in the community who help others. This should be followed by details explaining what these people do and why they are important in the community.

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• Language features: use of topic-specific vocabulary, words that outline cause and effect, words identifying time relationships; for example, ‘afterwards’, ‘then’; the use of present tense • Specific features: Individuals and/or groups of people should be named in the text.

Explanation

• Topic-related task: Draw pictures of three different signs that appear in your local community. Explain the purpose and importance of each of the signs. • Text types include: how and why texts, diagrams and flowcharts

Holiday highlights

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Recount

Setting the scene and stimulating ideas

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• Map of the world, travel brochures, photographs of famous international landmarks

Reviewing writing

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• Structure: This recount should be presented in the form of diary entries. The entries should include names of places visited, what was seen in these places and how the writer felt at the time. • Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments. • Specific features: There should be four separate entries and specific indications that the individual texts are diary entries; for example, the inclusion of dates.

Recount • Topic-related task: Recall and write about a day when you visited a famous landmark in your own town, city, state or country. • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles 52

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51 Living in a community

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You may live in a city, a town or a very small community, but there will be some organisations and important people with special roles who live in your area. Think of five individuals or groups of people who are extremely important in helping the people of the area in which you live. Write a sentence about people helping each other in a community and then name and explain why these five people or groups are very important in your community.

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Teac he r

Towns can vary greatly is size and population. Towns are communities in which people gather to live and work. The facilities available in towns, such as shops, post offices and hospitals, often depend on the population and the number of people who pass through the area on their way to and from other places.

Explanation

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Holiday highlights

Around our world there are many very famous cities with landmarks that are known from one side of the globe to the other. These are often the places people go to visit when they travel overseas. They take photographs of these places and tell their friends all about their experiences there when they return home.

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Imagine you are on an overseas holiday. Choose four major cities that you visit, each on a different day. Write a diary entry for each of these days. Include the name of the city you visited, what you saw while in this famous place and how you felt when you were there. If you research these cities, you might be able to include the population of each in your diary.

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Evie’s adventure Narrative

Setting the scene and stimulating ideas • Pictures and books about villages in a region such as Africa

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Teac he r

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• Structure: This narrative text should include: (a) an orientation, where the African village setting and Evie and other characters are introduced and a time set for the event(s) to occur (b) a complication, where problems during Evie’s visit arise (c) a resolution, where the problems associated with Evie’s experiences are resolved. • Language features: use of words that link stages in time, use of adjectives and adverbs, use of action verbs, written in first or third person • Specific features: The story should take place in the African village and there should be interaction between Evie and a 10-year-old girl or boy.

Narrative • •

Topic-related task: Continue this poem: Some people live in villages, where everyone is poor Where their food will come from, they are never really sure. Text types include: short stories, poems, plays, myths, legends and fairytales

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Discussion

Setting the scene and stimulating ideas

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• Pictures that reflect both country and city living

Reviewing writing

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City or country town?

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• Structure: This discussion should begin with the question: ‘Where would you prefer to live?’ This should be followed by reasons from individuals to support living in one of these areas, followed by reasons for preferring to live in the other area. • Language features: topic-related words and phrases; verbs, present tense, use of terms such as because, if and then; emotive language used to convince the reader • Specific features: There should be several reasons given in support of each area, city and country.

Discussion • Topic-related task: When nine-year-old Toby was told his family was moving from the city to a small country town he was upset. Write a conversation that he might have had with his parents about the move. • Text types include: interviews, forums and editorials 54

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Evie’s adventure

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When Evie was nine years old she went with her parents to spend two weeks in a small African village where people were living in very poor conditions. She could not believe how difficult life was for everyone in the village, but after making friends with a 10-yearold there, she had some amazing experiences. Write the story of Evie’s visit, remembering to use descriptive words to tell about the setting, the characters and their adventures.

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Teac he r

In some countries people live in villages where life is difficult, where opportunities are few and the basic needs of people are not always met. There is often not enough shelter for people; food and water are hard to come by and children don’t have the opportunity to go to school.

Narrative

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City or country town?

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We tend to become used to the lifestyle of the area in which we live. We become used to the number of people, the transport available and the distances we need to travel to reach other places—the shops, schools and other important facilities. It is often hard to convince people who have never lived your lifestyle why you think it is the best way to live.

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A radio station organised a competition called, ‘City or country town?’ Entrants had to list all the reasons why they thought it was best to live in either a city or a country town. At the top of your page write this question: ‘Where would you prefer to live?’ Then list all the reasons why you think entrants would have suggested country living, followed by the reasons others would have given for city living being the better.

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The path to follow Procedure

Setting the scene and stimulating ideas • Street directories, street signs

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Reviewing writing

• Structure: This procedural text should begin with a sentence that tells where the directions will take a person. This should be followed by numbered directions detailing how the destination will be reached.

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• Language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense • Specific features: A map should accompany the directions.

Procedure

• Topic-related task: On cards write separate directions that tell how to get from school to a place about two or three kilometres away. Jumble the cards and give them to a friend to put in the correct order. • Text types include: recipes, experiments, directions and instructions for games

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A place worth visiting Exposition

Setting the scene and stimulating ideas

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• Pictures or photographs of places close to the school or surrounding area that could be used as promotion; samples of travel brochures

Reviewing writing

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• Structure: This expository text should be presented in the form of a brochure and include pictures and supportive text. • Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language • Specific features: The design of the brochure, which includes pictures, should be bright and eye-catching.

Exposition • Topic-related task: Imagine it is ‘Open Day’ at your school next week. Design a flyer that will encourage new families to come and check out your school. • Text types include: debates, letters, editorials and advertisements

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The path to follow

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Write detailed directions to tell someone how to get from your home to either your school or the nearest railway station. Begin by writing a sentence that tells where the instructions will take the person from and to. Number each step of your directions and then draw a map that gives the same information.

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Teac he r

Today when people need to get from one place to another they can read a street directory, find instructions on the Internet or use a GPS (Global Positioning System). A GPS uses satellites to locate itself and give directions. If you have lived in an area for any length of time it is sometimes easier to simply tell a visitor how to get there by using street names and telling them to go straight ahead, or turn left or right.

Procedure

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A place worth visiting

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If someone is going on a holiday he/she might go to a travel agent and ask for a brochure or pamphlet about the place to be visited. These brochures will often detail special things visitors can see, tours they can take, places they can eat and sleep and transport that is available.

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Imagine you have been employed by a travel agent to design a brochure to encourage people to come and visit the area in which you live. Use a sheet of paper to design your brochure. Remember, you need to convince people this is a great place to visit, so use plenty of descriptive words when talking about the attractions. Your brochure should include pictures and should be bright enough to catch people’s attention.

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The year that’s been Report

Setting the scene and stimulating ideas • Pictures that reflect local council responsibilities such as rubbish trucks, street gardeners, road workers

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Reviewing writing

Teac he r

• Structure: This report should begin with a general statement about the ‘annual report’. This should be followed by a description of the various features of council work under the listed headings.

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• Language features: vocabulary related to a specific topic, action verbs, words identifying classifications, descriptive language • Specific features: The focus should be on how the council’s actions have benefited the community. The text should include highlighted subheadings.

Report

• Topic-related task: Imagine you are the chief of the local fire station. In order to prepare your community for dangers associated with the coming summer, you have been asked to write a newspaper report on a very bad bushfire in a nearby area. Write the report.

Distant contact

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Exposition

Setting the scene and stimulating ideas

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

• Sample print-outs of emails (fictional) between children of this age group; words on cards such as ‘change’, ‘different’, ‘missing’, ‘friends’, ‘new’, ‘challenging’

Reviewing writing

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• Structure: This expository text should be presented as an email. The content should be based around Marco’s feelings associated with his move to a distant country town. • Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language • Specific features: The format should be that of an email text; there should be an emphasis on Marco’s feelings.

Exposition • Topic-related task: If you had to choose somewhere else to live, where would that be? List all the reasons you would give for making that choice. • Text types include: debates, letters, editorials and advertisements

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The year that’s been

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It is getting close to the end of the year and as mayor you need to report to the community about what your council has done for them in the past year. Beginning with a sentence about the council, write the report you will have to deliver at a big general meeting. To make sure you say all you intend to, write the information for your report under each of the headings mentioned in the text on the left.

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Teac he r

In many villages, towns and cities there are groups of people or councils in charge of looking after things, such as roads, water supplies, parks, rubbish collection and transport. These people are usually voted into office by the community and therefore they need to keep trying to do what is best for the people in their area.

Report

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Distant contact

It happens sometimes that people have to move house. Often, students have to change schools because their parents have to go to a different suburb, town, state or even country as a result of work or family needs. This can mean a very big change of lifestyle and it can be hard for people, especially children, to adjust.

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Marco and Andre had been friends for eight years. They lived close to each other in a large and busy suburb, they were in the same class at school and spent most of their spare time at each other’s homes. When Marco’s family had to move to his grandpa’s farm in a country town they promised to keep in touch by email. Write the first email Marco sent to Andre after he arrived at the farm. Tell exactly how he felt about having to move home and school.

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Jazzy’s city adventure Narrative

Setting the scene and stimulating ideas • Pictures and books of dogs in different environments

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Reviewing writing

Teac he r

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• Structure: This narrative text should include: (a) an orientation, where the setting of the small apartment and Jazzy and other characters are introduced, as well as a time set for the event(s) to occur (b) a complication, where problems surrounding Jazzy’s and Bob’s move to the city arise (c) a resolution, where the problems associated with Jazzy’s experiences are resolved.

• Language features: use of words that link stages in time, use of adjectives and adverbs, use of action verbs, written in first or third person • Specific features: Jazzy’s problems should arise because of the fact he has no exercising space or ‘work’ to do.

Narrative

• Topic-related task: Think about the role of a policeofficer in any community. Write an eventful story called ‘Policeofficer for a day’.

Lighting up the cities

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Discussion

Setting the scene and stimulating ideas

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• Pictures and photographs of cities illuminated at night

Reviewing writing

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

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• Structure: This discussion should be presented under the heading: ‘Lights or not?’ The text should be in two columns—one should include reasons supporting the lighting of cities, the other listing reasons against. • Language features: topic-related words and phrases; verbs, present tense, use of terms such as because, if and then; emotive language used to convince the reader • Specific features: The question should be written at the top of the page and each column should be headed as shown in the activity.

Discussion • Topic-related task: During a classroom discussion about the most important features of a community, students came up with many different answers. List the features you think might have been mentioned during the discussion. • Text types include: interviews, forums and editorials 60

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59 Jazzy’s city adventure

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Jazzy is a working dog. He has lived on a farm for six years, spending time each day herding sheep and cattle and following Farmer Bob everywhere he goes. Suddenly, things change. Bob gets sick and for a while moves to an apartment in the city where his son and daughter-in-law are going to look after him. Bob can’t be apart from Jazzy so this energetic, bouncing dog moves into the apartment where he regards his backyard as nothing bigger than a shoe box! Write about Jazzy’s experiences.

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Teac he r

Animals are a bit like people as far as becoming used to a certain lifestyle is concerned. There are some dogs that are suitable for small homes with small backyards and others that require great open spaces because it is in their nature to run or to herd other animals.

Narrative

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Lighting up the cities

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People differ in their opinions about almost everything. Even people who live in the same area, use the same facilities and have similar needs, will have different opinions about what goes on in that area. A good example of this is the lighting of major cities at night. If a group of people living in a city were surveyed about what they thought of the lighting of their environment every night, they would probably express different opinions.

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Imagine you had the opportunity to ask people their opinion regarding this nightly occurrence, what different opinions do you think people would have? Title your page ‘Lights or Not?’ then divide your page into two columns. Head one ‘In favour of lights’ and the other ‘Against the lights’ and write possible answers and reasons you would be given under the appropriate heading.

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