Authored by and a team of students, just like you.
givestime little meaning’
Hayley Harrison
Connecting Literacy
Teacher Book 1
1st edition
Hayley Harrison
Publisher: Catherine Charles-Brown
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Author: Hayley Harrison Title: Connecting Literacy Teacher Book 1 ISBN: 9780655091448
A catalogue record for this book is available from the National Library of Australia
Printed in Australia by Courtney Brands Oct-2022
Connecting Literacy
Introduction to literacy
Literacy is a complex amalgamation of skills that interweave and are applied when reading, writing, speaking, and listening. The goal of systematically and explicitly teaching individual literacy skills is to increase the effectiveness and efficiency of students’ communication. Mastering literacy skills requires a person to understand, consolidate, and build automaticity in individual skills and then combine these skills to develop as a critical reader, coherent writer, and confident speaker.
The literacy skills and strategies presented in this book are designed to be individually taught, explored, consolidated, and built upon. This learning is then explicitly transferred beyond the classroom to help students in every part of their school and everyday lives. Teaching is supported by an instructional model that consists of prior knowledge activation, explicit teaching, collaboration, independent practise, and reflection. There are layers of teaching and learning support, including links to comprehension strategies, writing organisers, and formative assessment opportunities at a lesson and unit level.
How to use Connecting Literacy : Model, practise, apply
This book is divided into seven units – which are based on the different text types that students will encounter during school and beyond – and one Literacy How-to section, which is a complete reference guide that can be referred to throughout the book:
• Unit 1: Persuasive literacy
• Unit 2: Procedural literacy
• Unit 3: Imaginative literacy
• Unit 4: Informative literacy
• Unit 5: Analytical literacy
• Unit 6: Reflective literacy
• Unit 7: Comparative literacy
• Literacy How-to section.
In each unit, the students model, practise, and apply specific literacy skills to a different text type.
Model
Each of the seven units begins with an anchor text. Each anchor text is a model that is designed to ‘anchor’ the students’ learning as they complete the activities in the unit. The anchor texts in this series were all written by students in years 7–10, from schools across Australia.
Practise
Each unit has eight lessons that focus on core literacy skills and strategies:
1 comprehension
2 planning and writing
3 structures and features
4 vocabulary
5 syntax
6 punctuation
7 spelling
8 speaking and listening.
At the end of the book, there is a Literacy How-to section. This is a comprehensive literacy reference guide that is designed to support teachers and students by providing content, skills, and strategies that can be applied across the units. This section is designed to connect with prior knowledge activation, and to provide opportunities for clarification and extension of understanding and skill development.
Apply
In each lesson, comprehension strategies are suggested to help the students to complete the activities successfully. Each unit includes writing pages for students to use to draft and edit their own original texts. By containing their learning and application in the same book, students can build a comprehensive learning folio.
Connecting Literacy
Model, practise, apply
3 Apply MY WRITING PAGES
2 Practise
SPEAKING & LISTENING
COMPREHENSION
Pause to wonder and connect.
Reflect
SPELLING PLANNING & WRITING
PUNCTUATION
1 Model ANCHOR TEXT
A model text written by a student, just like you
SYNTAX
STRUCTURES & FEATURES
VOCABULARY
Informative texts
Yourgo-to literacy reference guide, to support your everystep LITERACY HOW-TO
Unit confidence scores: At the start of each unit, students are invited to rate their confidence about reading, writing, speaking, and listening to the particular text type. The intention is that students will return at the end of the unit to score their learning confidence again and to celebrate their success.
Lesson confidence scores: Every lesson in the Connecting Literacy series culminates in students giving themselves a score out of five: this self-assessment promotes students’ awareness of their learning and understanding. This self-assessment also provides an opportunity for teachers to note any areas that require further class time or clarification.
The students’ learning in each unit is brought together with a learning ladder. Using this chart, the students can self-assess their final writing and speaking and listening task (these tasks have a speaking and listening icon in the margin) and reflect on their learning throughout the unit.
http://mea. digital/CL1_1_0
Persuasive literacy
Being persuasive involves convincing another person, or a group of people, to do something or to agree with you about something. Developing your literacy skills in this area will help you to read, write, speak, and listen to texts that powerfully express an opinion or point of view. Persuasive texts use various techniques to convince the audience; the author carefully selects the techniques that will have the most impact on the audience. Persuasive texts are non-fiction and can be written, spoken, or multimodal. Many different types of texts can be persuasive, including speeches, presentations, flyers, blogs, and podcasts.
Why do we create persuasive texts?
Persuasive texts are created to cause action: they are written to inspire people to do something or to actively agree with a point of view. These texts try to make the reader or audience agree with what is being presented. Persuasive texts usually cover topics that the writer or speaker is passionate about. Who a text is created for changes the type of language and persuasive devices used by the author. A persuasive email written to a teacher should sound very different from a persuasive text message written to a friend.
1 Use your own words to describe persuasive writing.
Persuasive writing is text that is trying to make someone agree with what you think about a topic. Sometimes, it is written so the reader will do something, and other times it wants the reader to agree with something. There are lots of different types of persuasive writing but they all are trying to persuade their audience.
2 List some persuasive texts you might be asked to read, listen to, or write in different school subjects.
Oral presentations, media articles, letters, advertisements, videos, debates, posters, and campaigns
3 Read the anchor text. This text is a model that will help you to ‘anchor’ your learning as you complete the activities in this unit. It will also assist you to draft your own persuasive speech. The anchor text was written by a student, just like you. Page 3
Rate my confidence
At the end of each lesson, you will rate how confident you are about your progress through the unit. Be as honest as you can; it’s your learning!
4 How confident do you currently feel about reading, writing, speaking, and listening to persuasive texts? Give yourself a confidence score out of five. Come back at the end of the unit to score your learning confidence again.
Anchor text Persuasive speech
Will streaming services replace cinemas?
Netflix. Disney+. Amazon Prime. A few years ago, no-one even knew that these services were possible! Yet now our future seems to be overflowing with options. So, what does this mean for the humble cinema? Hello friends, as you know, my name is Kathleen and I’m here today to show you that, while cinemas will stay a luxury, streaming platforms should be, and ultimately will be, the unrivalled way to watch movies. ‘Why?’ you may ask.
Well, for starters, it is way more affordable. The average price of a student movie ticket is around $18. A basic Netflix subscription is $11 per month – almost half the price for a wider catalogue of movies for a whole month. What a scam! Why would we spend double the amount of money to watch one movie, when we could watch as many movies as we want from the comfort of our own home? It just doesn’t make any sense …
Adding to this, the cinema experience is not as lenient or flexible as the streaming experience. It can be hard to find time for entertainment in our busy lives. The limited showing times in movie theatres can be an annoying and unnecessary problem for people to work around. But with Disney+ or Binge, we can watch movies whenever and wherever we please. We can also stop and start the film, or re-watch parts again – none of which you can do in a cinema! So, whether it is midnight in bed, or during your morning bathroom routine, online streaming provides the convenience and comfort that cinemas simply cannot!
But some think that cinemas provide the ‘irreplaceable’ experience of a popcornstenched room. And sure, getting dressed up and going out with friends and having a shared experience is always fun. However, most people know this is not always a reality. For families, it can be a nightmare – spilled snacks, untimely toilet trips, and short attention spans. Not to fear! Streaming at home can prevent this, and it also allows people with disabilities to accommodate their needs through subtitles and appropriate seating. Its inclusivity allows everyone to be able to enjoy films the way that suits them best, and we all want that, don’t we?
Streaming services have given everyone a better way to indulge in the art of film. The cinema, in contrast, is an expensive and restrictive luxury that only suits a small percentage of the population. I don’t believe the debate is whether streaming services will replace cinemas – we’ve already embraced the change from theatres to our TVs and laptops – today I want you to feel comfortable in accepting these services as a positive replacement to the antiquated cinema. So, the only question left is: who’s ready for another binge session?
Student author: Kathleen Pham
Audience: Kathleen’s class
The opening
First-person perspective
Prefix
Speaking to the audience
Evidence
Argument: More affordable
Shift in tone
Prefix
Pause for effect (punctuation)
Signpost
Present tense
Prefix
Evidence
Argument: More flexible and convenient
Prefix
The rebuttal
Argument: More inclusive
Evidence
Prefix
Shift in tone
Evidence
The closing The body
Emotive language
Prefix
Emotive language
Prefix
Emotive language
Prefix
Persuasive comprehension
Part A: Question the text
http://mea.digital/ CL1_1_1
Page 3
Re-read the text at a slower pace to search for specific information.
To understand the overall purpose of a persuasive text
One way to deeply explore any text is to question the text. Asking questions can help you to uncover parts of the text that might not have made sense, or to notice things you might have missed, when reading or hearing the text for the first time.
Read the anchor text and then answer the following questions.
1 What question is the anchor text answering?
2 What does the author mean when she says that ‘cinemas will stay a luxury’?
She means that cinemas won’t close down but people will only visit the cinema on special occasions. Will streaming services replace cinemas?
3 Why did the author say that a movie ticket costing $18 is ‘a scam’?
The author described an $18 movie ticket as ‘a scam’ to make it sound as though cinemas are trying to rip you off, by charging you $18 to watch only one movie.
4 The author describes the cinema as a ‘popcorn-stenched room’.
a How does this description make the audience feel about the cinema?
This description makes the audience feel that the cinema is dirty, stinky and gross.
b Why do you think the author chose to describe a cinema this way?
The author chose to describe the cinema this way because she wants the audience to think badly about going to the cinema.
5 What other questions could you ask to better understand the anchor text? Try to think of three questions. Start each question with a different question word.
Student answers will vary. Examples include: Why does the author give examples such as ‘whether it is midnight in bed, or during your morning bathroom routine’? How is the cinema a ‘nightmare’ for families? What will cinemas become in the future? When does the author want the audience to feel comfortable about streaming services replacing cinemas?
Comprehension strategies
Part B: Contention and intention
A persuasive text tries to convince the reader or audience to think something or to do something. Every persuasive text contains a contention and an intention:
• a text’s contention is the overall thing the author wants you to think (the main idea)
• a text’s intention is what the author wants you to do (the call to action).
One way to identify a text’s contention is to pick out the arguments. This is because all the arguments in a text combine to make the text’s contention. Evidence is used to support the arguments.
For example, imagine a persuasive speech that answers the question, ‘Are books better than television?’; this speech argues that books are superior to television. The contention and intention of this speech are:
Contention (the main idea)
Intention (the call to action)
Books are more detailed, use imagination, and do not need electricity, which makes them far superior to television.
Turn off the television and read more books.
6 Annotate the anchor text by numbering the paragraphs.
7 Identify the three main arguments presented in paragraphs two, three and four of the anchor text Give each argument a short label (use one to four words) to explain what the argument is trying to make us think.
a Argument one:
b Argument two:
c Argument three:
Streaming services are more affordable than cinemas.
Streaming services are more flexible and convenient than cinemas.
Steaming services are more inclusive than cinemas.
8 Combine all the arguments into one overall idea. What is the anchor text’s contention?
Contention (the main idea): Streaming services are …
than cinemas.
more affordable, flexible and inclusive
9 Search the anchor text to find out what the author is directly asking the audience to do. What is the text’s intention?
Intention (the call to action): The author wants the audience to …
streaming services instead of going to the cinema.
feel comfortable using
10 For each of the three arguments you identified in the anchor text, underline the specific evidence the author uses to support that argument.
For example: Underline ‘The average price of a student movie ticket is around $18. A basic Netflix subscription is $11 per month’.
11 Overall, how has the anchor text answered the question it was responding to?
The anchor text has given three arguments that show why streaming services are better than cinemas and why people should be comfortable that cinemas are being replaced with streaming services.
I understand the overall purpose of a persuasive text: ______ / 5
How many times this week can you question a text you are reading? Keep this strategy at the front of your mind in other subjects and you will be amazed how many times you use it.
TAKE IT WITH YOU
Page 3
Identify and understand the pieces of the text.
Persuasive planning and writing
Part A: Develop your arguments
http://mea.digital/ CL1_1_2
To understand how to plan and develop my persuasive speech
Authors use multiple arguments to build towards their contention. It is important when you are planning your own persuasive texts to not just think about separate arguments but how you can connect the arguments to build your contention.
Your writing task for this unit is to write a short speech, which will be similar to the anchor text in purpose, audience and length. In this speech, you will present your opinion on the following question:
Will the future be better than the past?
1 Use the network tree in Figure 1.1 below to brainstorm different ways the future could, and could not, be better than the past.
Brainstorming, researching, and planning
Will the FUTURE be better than the PAST ?
Yes No
Technology could get better.
Medicine could improve.
There may be more equality among people.
Figure 1.1
The natural environment may be further damaged.
People could continue to not learn from the past.
The inequality among people could increase.
2 Using your filled-in network tree as a guide, decide whether you think the future or the past is better.
3 Identify two arguments you will use in your speech. a Argument one b Argument two
Technology and medicine will improve and save lives.
There will be greater equality among people, which will make the world a better place.
4 Using your arguments, determine the contention of your speech. Contention (the main idea): The future will be/The past is better than the past/future because …
Overall, I think that the future will be better than the past. we can learn from the past and continue to improve our lives and the lives of those around us.
Part B: Revise your text for your audience and purpose
You are writing a speech to present to your class, so you want to make sure that it is persuasive and engaging. Try to connect your thinking with their thinking so your speech means as much as possible to your audience.
5 What do you want your classmates to do after listening to your speech? What is your intention (call to action)?
Intention (call to action):
To learn from the past and make the future better for everyone.
6 What kinds of things are your classmates currently interested in? (Think about your class overall: Which big topics are the most important to your classmates? What are they most passionate about?)
Sport (football), social media, and getting good results at school
7 What evidence could you use to support the two arguments you identified in Question 3? Think about what evidence will mean the most to your classmates and will connect to your classmates most effectively. (You might be able to use some of the ideas you brainstormed in Question 6 if they support your arguments.)
Arguments
Argument one:
Technology and medicine will improve and save lives.
Argument two:
There will be greater equality among people, which will make the world a better place.
Evidence
• There is now an app that helps people with type 1 diabetes to monitor and manage their glucose levels. When a person’s glucose levels go too high, an alarm goes off so they can reduce the glucose before they experience serious health problems.
• Think about how good social media is going to be as technology improves!
• The Beijing Declaration and Platform for Action (1995) states that gender equality by 2045 is possible.
• The gap in life expectancy between non-Indigenous Australians and Aboriginal and Torres Strait Islander peoples has narrowed.
• Perhaps sportswomen will finally be paid equally to sportsmen in the future!
8 Using the anchor text as a model and the arguments and evidence you identified in Question 7, write a draft of your speech. You can write your draft in the writing pages at the end of this unit. We will continue to revise your speech throughout the unit, so for now, write the first draft, knowing it doesn’t have to be perfect, but it is enough to start experimenting with.
I understand how to plan and develop my persuasive speech: ______ / 5 TAKE
Beyond the English classroom, where else is it important to keep the audience and purpose of your writing in mind? Note the impact this has on your planning and writing in other subjects.
http://mea.digital/ CL1_1_3
Persuasive structures and features
Part A: Persuasive speeches
Annotate and make notes.
To understand the key structural elements and language features of persuasive speeches
One of the most powerful forms of persuasion is to present your ideas orally, which means speaking persuasively. Often, we plan a persuasive speech in a similar way to an essay or a report: we brainstorm our key ideas, identify our overall intention, and ensure we have specific evidence to support each idea. However, while the planning process is similar, writing a speech is different to writing an essay.
1 Identify and label the following structural elements of a speech in the anchor text.
a The opening or introduction (paragraph one):
• an engaging hook (a question, fact, anecdote, or statement to interest the audience)
• an introduction of the topic (the question or issue being addressed)
• an introduction of the speaker
• an introduction of the contention
b The body (paragraphs two and three):
• an introduction of the key arguments
• evidence to support the arguments
• an explanation of how the arguments prove the contention
c The rebuttal (paragraph four):
• the alternative perspective
d The closing or conclusion (paragraph five):
• a synthesis of the arguments in the contention
• the intention is made clear
• the alternative perspective disproven
• a final, memorable statement.
2 Highlight and label one example of each of the following language features of a speech in the anchor text:
• first-person perspective
• signposts and transitions
• pause for effect (punctuation)
• shift in tone
• speaking directly to the audience
• present tense
• persuasive devices (see Part B).
3 Explain how the following structural elements and language features are either similar or different in a persuasive speech and a persuasive essay.
Structural elements and language features
The overall structure (introduction, body, and conclusion)
The language features (tense, vocabulary, tone, narrative perspective, and devices)
How the evidence is used (quotes, types of evidence, and where and how the evidence is used)
How are these elements and features similar or different in a persuasive speech and essay?
Both a persuasive speech and a persuasive essay have an introduction, body, and conclusion.
An essay follows all the formal rules of language features, while a speech can drastically depart from these rules, depending on the audience.
An essay uses direct quotes and formal evidence, while a speech can use anecdotes and is less likely to use direct quotes because it is difficult for the audience to see that these are quotes.
Part B: Persuasive devices
A persuasive device is a language technique that helps to sway the reader or audience to agree with the author. The key persuasive devices that work best in spoken language include:
• rhetorical questions: asking a question with an implied answer (look for a question mark)
• inclusive language: using words that imply the audience members agree (look for words such as ‘we’, ‘us’ and ‘together’)
• emotive language: using words with strong connotations that make the audience feel something (look for descriptive words).
4 Identify an example of each of the following in the anchor text
a Rhetorical question:
‘Who’s ready for another binge session?’
b Inclusive language:
c Emotive language:
‘… we can watch movies whenever and wherever we please.’
‘For families, it can be a nightmare …’
5 Read the following examples of other persuasive devices used in the anchor text. Explain what effect each device has on the speech.
Persuasive device How to find it in a text
Generalisation Look for words such as most, every, all, everyone, nobody.
Alliteration Look for more than two words that start with the same letter in the same sentence.
Rule of three Look for commas separating three words or phrases in the same sentence.
Example from the anchor text What effect does the device have?
‘However, most people know this is not always a reality.’
‘… online streaming provides the convenience and comfort that cinemas simply cannot!’
‘For families, it can be a nightmare – spilled snacks, untimely toilet trips, and short attention spans.’
6 What other persuasive devices can you find in the anchor text?
It makes it sound like the majority of people agree and, if you don’t agree, you are in the minority.
It makes the words starting with the same letter (‘c’) stand out, and the final ‘cannot’ becomes even more important and noticeable.
It creates a list to make it seem like there are many reasons why going to the cinema is a nightmare; however, as there are only three arguments, it is easy for the audience to remember them.
Hyperbole, connotation, appeals, reason and logic, facts, and exclusive language
7 Identify the structural elements and language features in your speech. How could you make your speech more persuasive? What other persuasive devices could you use? Revise your draft.
I understand the key structural elements and language features of persuasive speeches: ______ / 5
All kinds of texts have identifiable structural elements and language features. See how many you can spot in other classes and different texts!
TAKE IT WITH YOU
Persuasive vocabulary
Part A: Emotive language
http://mea.digital/ CL1_1_4
To understand emotive language, denotation, and connotation in persuasive writing
Persuasive people are passionate people who care enough about a topic that they want other people to agree with them. Writers use emotive language to express their feelings. Emotive language makes a person feel something. Emotive words build sensory imagery and appeal to people emotionally (rather than rationally). If you can identify the emotion connected to a word, you can ‘hear’ the tone in a piece of writing and ‘see’ the writer’s emotional perspective.
1 Match each of the words in the table below with the emotion it best evokes. disgust, pity, distrust, confident, embarrassed, hurt, confused, fear
Word
Victims
Ashamed
Disillusioned
Dangerous
Betrayed
Successful
Pathetic
Perplexed
Emotion
Pity
Embarrassed
Distrust
Fear
Hurt
Confident
Disgust
Confused
2 Highlight the emotive language used in the conclusion of the anchor text
3 Identify two words to describe how the anchor text made you feel.
a The writer made me feel about cinemas.
restricted and scammed
b The writer made me feel about streaming services.
accommodated and comfortable
Part B: Denotation and connotation
The meaning of every word can be specifically defined. This is called the denotation of a word (the literal meaning). The connotation of a word is very closely linked to emotive language, because it is the feeling a word evokes in a person.
Denotation
The standard definition of a word; its literal meaning
Connotation The feeling evoked by a word
Every word either has a positive, negative, or neutral connotation. If you find identifying the emotion of a word difficult, the first step is to think about whether it is positive or negative.
4 a Does ‘victim’ make a person sound positive, negative, or neutral?
b Does ‘champion’ make a person sound positive, negative, or neutral?
5 In the table below, provide a simple denotation (definition) for each emotive word from the anchor text. Then decide if the connotation of each word is positive or negative.
Emotive word Denotation (definition)
Luxury
Unrivalled
Lenient
Convenience
Irreplaceable
Antiquated
Something expensive and pleasurable but unnecessary
Having no competitor as it is the best
Not strict, bending the rules, being flexible
Connotation
Positive
Positive
Positive
Positive Done in a way that is useful and that makes your life easier
Something that cannot be replaced; it is unique
Something that is old or out-of-date
Positive
Negative
6 In the sentences below, the bolded words have negative connotations. Replace each bolded term with a word that has a positive connotation.
a The manipulative teacher forced his new policy on the victims of the school.
The thoughtful teacher presented his new policy to the grateful students of the school.
b Vulnerable children continue to be trapped in despicable conditions.
c The unjustified decision to destroy the school’s statue repulsed students.
The beneficial decision to relocate the school’s statue pleased students. Sheltered children continue to be living in beautiful conditions.
7 a How is a word’s connotation powerful?
A word’s connotation is powerful as it can make a person feel something, rather than just thinking about the meaning of the word.
b What is the importance of a word’s connotation in persuasive writing?
The importance of a word’s connotation in persuasive writing is that an author can use connotation to influence how their reader or audience feels.
8 How do you want your audience to feel during your speech?
9 Revise your speech to appeal to your audience’s feelings. Experiment with your language choices to make them more emotive. Include more descriptive words so your audience knows how to feel about what you are talking about.
How is emotive language used in texts other than persuasive speeches? Challenge yourself to identify positive or negative language in every text you read this week.
I understand emotive language, denotation, and connotation in persuasive writing: ______ / 5 TAKE IT WITH YOU
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Persuasive syntax
Part A: Spoken versus written language
To understand the differences between spoken and written language, including maintaining the subject–verb agreement
We know that our language changes depending on our audience and purpose. We also use different language (particularly syntax or sentence structure) when we speak and when we write. However, speeches are different because they are written texts that are created to be spoken.
1 Read the descriptions in the table below and decide which column is describing spoken language and which column is describing written language.
Spoken language
• Is older, more informal, and simple
• Is mostly used between people in the same place
• Uses tone, pitch, volume, and intonation to express emotions and ideas
• Is often temporary (unless recorded)
• Is often improvised and formulated on the spot
• Is not always clear or succinct; it often includes repetitions, incomplete sentences, interruptions, and self-corrections
Written language
• Is younger, more formal, and complex
• Can communicate across time and space
• Uses headings, punctuation, layout, and symbols to express emotions and ideas
• Is often permanent (unless deleted)
• Is often organised and formulated; it is edited for clarity
• Is as clear and succinct as possible; it is often grammatically correct
2 How would you describe the similarities and differences between spoken and written language?
Spoken and written language both use the same words and grammar to express ideas.
Spoken language and written language are different in many ways. For example, spoken language is make up on the spot and, if our audience doesn’t understand us, we can explain our meaning straight away; whereas, written language is expressed correctly before someone can read it.
3 Think about when you are writing a text that is intended to be read aloud or spoken (a speech). How is your writing different to when you are writing a text that is not intended to be spoken?
The language used in a speech might be less formal, or you may speak directly to the audience, or use shorter sentences.
4 How have the following sentences in the anchor text been written to make them sound more like the way a person speaks?
a ‘ “Why?” you may ask.’
This sentence speaks directly to the audience.
b ‘Not to fear!’
This is a short sentence that uses an exclamation mark to show the speaker’s tone of voice.
5 Turn each of the following sentences into a sentence that sounds more like the way a person speaks.
a The future being faced is bleak.
I’m terrified of the future we are facing, aren’t you?
b By learning from past mistakes, the future looks bright.
If we can learn from our mistakes, then our future can be awesome!
Part B: Subject–verb agreement
Every sentence needs a subject (someone or something doing something) and a predicate (which includes a main verb to show what the subject is doing).
In English sentences, the subject and the verb must ‘agree’ with each other. What this means is:
• if a subject is singular (one), the verb must also be singular
• if a subject is a plural (more than one), the verb must also be plural. For example: Singular subject and verb: The writer argues the point.
Plural subject and verb: The writers argue their point.
6 Sort the following subjects and verbs into singular and plural.
writers writer child children they he woman women has have is are argue argues was were
Singular subject
Plural subject
Singular verb
writer child he woman writers children they women has is argue was have are argues were
Plural verb
7 Underline the subjects in the following sentence and circle the verbs. When the subject disagree with the verb it confuse the reader.
8 What revisions would you make in the sentence above to make the subjects and verbs agree?
If the subject disagrees with the verb it confuses the reader.
9 Does your speech read like a text that is intended to be spoken? How can you find the balance between writing formally and writing a text that is intended to be spoken to your class? Make sure your subjects and verbs all agree!
Connect the subject and predicate.
I understand the differences between spoken and written language, including maintaining the subject–verb agreement: ______ / 5 TAKE IT WITH YOU
Spoken and written language are quite different, but the subjects and verbs should always agree. How often do you stop and check if your subjects and verbs agree when writing in other subjects? Pay attention to subject–verb agreement in Science, Maths, Geography or History this week and notice how your writing improves.
http://mea.digital/ CL1_1_6
Persuasive punctuation
Part A: Exclamation marks!
To understand the impact exclamation and question marks have on a written text
An exclamation mark lets a reader know they should add emphasis to a sentence; this punctuation mark generally shows shock or surprise. An exclamation mark can also indicate a strong command or an emphasised show of emotion:
• a strong command shows a firm and direct order
For example: Swim at your own risk! Don’t touch! Watch out!
• an emphasised show of emotion makes the emotion clearer.
For example: That’s horrible! That’s awesome!
1 Match each statement below with the emotion it is emphasising. excitement, astonishment, shock, vehemence, urgency
What a terrible accident!
This is a fantastic idea!
Watch out! This is not going to last!
That company is pure evil!
Look at what has been achieved!
RATEGY
Connect the punctuation to what is being said.
Astonishment Vehemence Urgency Excitement Shock
2 Read the exclamations from the anchor text below. What is the exclamation mark showing?
a ‘A few years ago, no-one even knew that these services were possible!’
The exclamation mark shows emphasis and surprise at the rapid change.
b ‘What a scam!’
The exclamation mark shows emphasis and outrage at the scam.
c ‘Not to fear!’
The exclamation mark shows emphasis and reassures the audience that the speaker has the answer.
3 Write a sentence, using an exclamation mark, to show each of the following emotions.
a Anger:
We can’t keep destroying our own future!
b Excitement:
c Confusion:
I can’t wait to see what the future brings!
I don’t know where I am!
Part B: Question marks?
A question mark is used to show that a direct question has been asked. It allows you to show doubt and it lets you know that something needs an answer. When you speak, your voice naturally rises in pitch at the end of a question. This is a signal to the person you are talking with that you’re looking for an answer. When it comes to the written word, the question mark does the same thing as your tone of voice: it sends the same signal.
4 Write sentences to show your understanding of the following uses of the question mark.
a A question mark can be used to express doubt.
Are you sure about that?
b A question mark can be used to show that a sentence is a direct question.
What time does the movie start?
c A question mark is placed at the end of a sentence.
How many episodes did you binge-watch last night?
d A question mark should not be used for an indirect question.
My mum asked if I knew the password.
5 Match each of the following rhetorical questions from the anchor text to the impact the question has on the audience.
Rhetorical questions from the anchor text
‘So, what does this mean for the humble cinema?’
‘… and we all want that, don’t we?’
Impact of the questions on the audience
This flags to the audience that the speaker is going to answer this question throughout their speech.
‘… who’s ready for another binge session?’
This question makes the audience feel bad if they don’t agree with the speaker.
This question connects directly with the audience and uses humour to show that any argument is over and the debate is settled.
A question mark should be placed inside the quotation marks if it is a part of the quote and outside the quotation marks if it is part of the sentence.
6 Decide whether the question mark goes inside or outside the quotation marks in the following sentences.
a People are always asking, ‘What will the future be like’
b What does anyone mean when they say, ‘The future is doomed’
c So then she asked, ‘Why look back or forward when you can see the present’
7 a Revise your speech to use exclamation marks to evoke different emotions. Although the audience won’t see them, they will help you use the right tone when speaking.
b Rhetorical questions are compelling in persuasive writing. Have you used any rhetorical questions in your speech? Revise your speech to include at least one.
I understand the impact exclamation and question marks have on a written text: ______ / 5
How many exclamation marks and question marks did you use today? Remember to be consistent, clear, and purposeful when using any punctuation.
TAKE
Persuasive spelling
Part A: Prefixes
http://mea.digital/ CL1_1_7
Consider the meaning and pronunciation of familiar parts of the word.
To understand how prefixes and suffixes impact words
A prefix is a group of letters that is added to the beginning of a word. By adding a prefix to a word, we make a new word with a different meaning. Each prefix has its own meaning.
Prefixes can:
• create a new word that is opposite in meaning (stop – nonstop)
• make a word negative (even – uneven)
• express relations of time (pay – prepay), manner (power – overpower), or amount (cycle – tricycle).
A prefix that can be spelled in more than one way – but keeps the same meaning – is called an assimilated prefix
For example: ‘in’ and ‘im’ both mean ‘not’: inconvenient (not convenient) and impossible (not possible)
1 Complete the following table and note the impact of adding prefixes to different words.
Prefix Prefix meaning Base word New word created Other words that use that prefix
un not, opposite, reverse certain comfortable forgiven re again, back act ignite organise
Prefixes placed before freebase words (words that can stand on their own) generally make a lot of sense. However, prefixes can be placed before bound bases (these cannot stand on their own); these are not as easy to spot as we often see the whole word and miss the prefix.
A general rule: ‘con’ is used before c, d, j, n, q, s, t, and v; ‘com’ is used before b, p, l, m, or r.
2 Decide whether the following bound bases are spelled with ‘con’ or ‘com’.
a cur b vey c done d pose e mend f sume
3 Look at the assimilated prefixes ‘con’ and ‘com’, which mean ‘together, with’. Explain how the meaning of the prefix connects with the overall meaning of each of the following words.
a Consult
Bring people together con com com con con con reorganise reignite reset reborn remake remind refresh react unforgiven uncomfortable unworn unkept unmask unreal unmoved uncertain
b Convince
c Compel
Bring a person’s thoughts together with your own
Make someone want to come together with your thinking
Page 195
Bases and affixes
4 Write the meaning of the following words from the anchor text a Unnecessary b Re-watch
Part B: Suffixes
Watch again
5 Highlight any other words you can identify in the anchor text that use the prefixes un, re, con, or com.
A suffix is a letter or group of letters added to the end of a word to create a new word. Unlike a prefix, which changes the meaning of a word, a suffix changes the grammatical function of a word.
Suffixes can create a plural, or change the tense:
For example: argue + s = argues argue + ed = argued argue + ing = arguing Suffixes can also completely change how a word can grammatically be used.
For example: argue + er = arguer (changes to a noun: a person) argue + ment = argument (changes to a noun: a process) argue + ment + ative = argumentative (changes to an adjective: describing a noun)
6 Change ‘persuade’ by adding appropriate suffixes.
Original word Change to … New word persuade past tense persuade adjective (describing a noun) persuade noun (a thing)
Not needed persuasion persuasive persuaded
7 Using the spelling generalisations in the Literacy How-to section (page 197), answer the following questions.
a Why does ultimately keep the ‘e’ when adding ‘ly’?
Because the word ends in a silent ‘e’ and we are not adding a vowel suffix
b Why does families change the ‘y’ to an ‘i’ when adding ‘es’?
Because the word ends in a ‘y’ and the suffix begins with a letter other than ‘i’
c Why does irreplaceable keep the ‘e’ when adding ‘able’?
Because the word ends in an ‘e’ that is needed to make the ‘s’ sound with the ‘c’ even though the suffix begins with a vowel
8 Work out the correct spelling for the following words and their suffixes.
a refer + ed
referred
b approve + al
c greedy + ly
d notice + able
9 Have you accurately used prefixes and suffixes? How many have you used? Check the spelling in your speech (use the spelling rules in the Literacy How-to).
I understand how prefixes and suffixes impact words: ______ / 5
What common prefixes and suffixes can you find in words from other subjects? Notice numerical prefixes such as ‘bi’, ‘tri’, and ‘quad’ in Maths, and suffixes such as ‘ology’ and ‘ist’ in Science.
3
Connect the word to its function.
Page 197
Spelling generalisations
TAKE IT WITH YOU noticeable greedily approval
Page 20
Persuasive speaking and listening
Part A: Voice and body language
http://mea.digital/ CL1_1_8
To understand how people speak persuasively for different audiences and purposes
You can have the most powerful speech ever written, but if it is not presented effectively, it will not convince anyone of anything! How a spoken text is expressed has a lot to do with its persuasiveness and this comes down to two things: how the speaker uses their voice, and how the speaker uses their body
1 Categorise the following skills into how a speaker can use their voice or their body.
2 a Practice saying the following sentence: ‘The future is what we make it.’ Each time you say the sentence, use your voice and body differently, for example:
• use a rising intonation at the end, like you are asking a question
• increase the volume of your voice throughout the sentence
• speak with a huge smile on your face
• use a different gesture when you say each word
• speak slumped over, with your eyes to the floor.
b How did the meaning of the sentence change depending on how you spoke or moved your body?
The meaning completely changed each time I said the sentence: it became a question, or was a good thing, or was a bad thing depending on how I used my voice and body.
3 Watch the video of the anchor text by scanning the QR code on page 3.
4 In the video of the anchor text, how did the speaker use her voice and body to make her speech as persuasive as possible?
The speaker spoke with a lot of expression. She also delivered her speech at a good pace, so the audience understood everything she was saying. The speaker made eye contact and used different facial expressions to show her emotions.
Part B: The active audience
Our lives are filled with persuasive texts. People are constantly trying to convince us to buy something, do something, think something, or feel a certain way about something. In many cases, the intention of the persuasive text is obvious (for example, a video advertisement on social media is trying to get you to buy a product). However, there are plenty of other situations where someone speaks persuasively.
Being an active listener, or an active audience member, is not only about paying attention to the speaker, being polite, making eye contact, and asking clarifying questions where appropriate. Being an active listener is also about understanding what the speaker is trying to say and knowing how to respond appropriately in the moment. When should you clap? Or laugh? Or ask questions?
Page 200 Voice and body language
Page 3 Identify and understand the pieces of the text.
RATEGY
5 When you watched the video of the anchor text, did you find the text easier to understand than when you read it? Why or why not?
I found the speech easier to understand because I could hear Kathleen’s tone of voice and see her expressions; these helped me to more easily understand what she was feeling, and which parts of the speech were the most important.
6 When you watched the video of the anchor text, what did you notice about the speech that you didn’t notice when you read it?
When I watched Kathleen give her speech, I noticed her emotion a lot more. For example, she was really outraged about cinemas being a rip off; this emotion came across more strongly in the video.
7 If you were watching the anchor text speech live:
a When would it be appropriate to clap?
b Would it be appropriate to answer the questions Kathleen asked throughout her speech? Why or why not?
c Would it be appropriate to laugh at any stage during Kathleen’s speech? Why or why not?
Kathleen didn’t make any jokes, so it wouldn’t be appropriate to laugh because she would think the audience was laughing at her. No. The speech was a presentation, not a conversation, so the questions were rhetorical. At the end
8 How can you be an active listener during your classmates’ presentations?
I can look at the person who is speaking and not talk to anyone around me. I can also not distract the speaker, and I can try to encourage them by having positive facial expressions.
9 You have spent this unit revising your speech into a quality piece of writing. Now you need to rehearse your speech. You should practise your speech until you know it well enough so you don’t have to read every word and you can make eye contact with members of your audience. Rehearsing your speech will also help you to find a good pace, know where the pauses are, what words need emphasis, and what tone of voice works best in which parts.
10 Think about presenting your speech.
a What are you feeling most confident about?
I’m confident about what my speech says. I’m also confident that I know my speech well enough so I will be able to make some eye contact with members of my audience.
b What are you feeling most nervous about? How might you overcome these nerves?
I’m feeling nervous about standing up in front of my whole class and them all looking at me. I’ll focus on a friend as I speak and pretend I’m just speaking to them.
How can you use your understanding of voice and body language to improve your speaking skills in other subjects? I understand how people speak persuasively for different audiences and purposes: ______ / 5
• Check their answers. 1.9
Teacher connections: Persuasive literacy
A sample lesson sequence for a 50-minute class
Timing Focus Actions Implementation guide
5 minutes Establish the learning intention and connect to the students’ prior knowledge
5 minutes Explicit teaching
• Read the learning intention and clarify the key terms.
• Draw connections to prior lessons, class learning, and life.
• Students document current and future learning.
• Watch the video.
• Read the workbook notes and clarify terms for Part A.
• Connect to the students’ prior learning.
• Students ask any questions they have.
5 minutes Collaborative learning
10 minutes Independent learning
• Complete the first part of each activity as a class.
• Students to complete the rest of each activity in pairs.
• Students complete the activities in Part A.
Before you teach
• Denotation, connotation, prefixes, and suffixes are likely to be the main words that will need deeper clarification; check the students’ prior knowledge of, and experience using, these terms.
• Check the Literacy How-to links prior to teaching to familiarise yourself with the supporting information. Prior knowledge activation
• Use a ‘know, want to know, and learned’ table to check the students’ understanding of key vocabulary and content prior to the lesson overview.
• 1.0 Introduction:
– The class can highlight the keywords in the introductory paragraphs and use these to help them respond to Q1.
– Q2 can be completed as a class or in small groups and the results documented.
• 1.1 Comprehension:
– Extend the students to consider which questions they prefer or find most useful.
– Ask the students to share their responses to Q5 (and potentially answer some of the questions if you have the time!).
• 1.2 Planning and writing:
– To complete Q1, you can begin with a class brainstorm or students can share their individual ideas with the class.
– Connect the students’ responses to Q1 to their answers to Q3.
• 1.3 Structures and features:
– To answer Q1, the students can label the anchor text using the bolded words in the question text.
– Q3 can be brainstormed as a class or in small groups before the students complete the table.
• 1.4 Vocabulary:
– Before the students respond to Q1, ensure they know the meanings of all the words; some of these words could be unfamiliar.
– Ask the students to compare their responses to Q2.
– To scaffold Q3, provide students with a list of four or five words to select from.
• 1.5 Syntax:
– To help the students complete Q2 and Q3, read the table in Q1 to the class and discuss.
– The sentences in Q5 may need to be explained before the students can complete this question.
Timing Focus Actions
Implementation guide
• 1.6 Punctuation:
– For Q1, ensure the students understand the sentences and the vocabulary before they tackle the question.
– Q2 may need to be modelled before the students answer this question.
– Ask the students to share their responses to Q3 with the class.
• 1.7 Spelling:
– Get the students to share their responses to Q1 and celebrate diverse answers.
– For Q3 and Q4, the dictionary definitions can be compared with the students’ answers and discussed as a class.
• 1.8 Speaking and listening:
– For Q1, the students can be directed to the Literacy How-to section for support.
– For Q2, the students can explore the sentence in pairs or small groups. Or, individual students can present different options to the class to compare and discuss.
5 minutes Explicit teaching
• Read the workbook notes and clarify terms for Part B.
• Connect to the students’ prior learning.
• Students ask any questions they have.
5 minutes Collaborative learning
10 minutes Independent learning
• Complete the first part of each activity as a class.
• Students to complete the rest of each activity in pairs.
• Students complete the activities in Part B.
• Check their answers.
• 1.0 Introduction:
– Q3 involves reading and engaging with the anchor text. This can be read aloud, or you can listen to the audio version as a class.
– Ideally, save the video of the anchor text for the speaking and listening lesson.
• 1.1 Comprehension:
– The example at the top of page 5 can be elaborated on by discussing the speaker’s point of view, identifying different arguments, and determining what the intention means for the audience.
– Q7a may need to be modelled as an example before the students try to identify the other arguments.
– Ask the students to share their responses to Q8 and Q9 and discuss why there may be variations in the contention and intention identified by the students.
• 1.2 Planning and writing:
– Don’t let the students get too caught up in Q6; it may not be relevant depending on the students’ arguments.
– Make sure the students complete the table in Q7 before they start to draft their speech.
– The students are likely to need another lesson to complete their draft speeches before continuing with the unit.
• 1.3 Structures and features:
– For Q5, the effects of the persuasive devices can be brainstormed as a class or in small groups.
– Ask the students to share their responses to Q6 with the class; see how many persuasive devices the class can identify.
Timing Focus Actions Implementation guide
• 1.4 Vocabulary:
– Before the students complete Q5, ensure they understand the denotation of the words.
– Q6a may need to be modelled or completed as a class before the students answer Q6b and Q6c.
– To scaffold Q6, the students can be given some words to select from
• 1.5 Syntax:
– Q6 can be completed in small groups.
– Ensure the students’ responses to Q6 are accurate before moving on.
• 1.6 Punctuation:
– Ensure the students’ responses to Q5 and Q6 are correct before they revise their draft speeches.
• 1.7 Spelling:
– To help the students to independently complete Q6, go over the examples (in the Part B introduction) as a class.
• 1.8 Speaking and listening:
– Ask the students to share their answers to Q5 and Q6; as a class, discuss the similarities and differences in the responses.
– Connect this lesson to the task ahead: presenting the speeches.
– The students will need at least one other lesson to rehearse and present their speeches to the class.
5 minutes Reflection
• Connect the learning back to the learning intention.
• Were the students’ initial questions answered?
• What scores do the students give for their success and confidence in the lesson?
• Read ‘Take it with you’; can the students add other situations to which they might be able to apply their learning and understanding?
• Don’t sacrifice the reflection time to enable the students to complete the activities. Instead, prioritise the reflection as it can help the students to connect and transfer the skills covered to other areas.
• Establish and support the routine of students scoring their learning confidence at the end of each lesson.
• Allow the students to see and speak about the connections to other classes and situations; this will allow you to discover their interests and make future connections to other learning.
Variation A: Two 20-minute sessions to teach one lesson
Teach only Part A or Part B in one class and follow the sequence below. You will need to allow writing time between each lesson, so allocate an extra 20-minute block to complete each individual lesson.
Variation B: One 20-minute session to teach one lesson
The students could be asked to complete the writing revisions as homework or at another time. Explicit teaching would cover the entire lesson (Part A and Part B) before independent work. There would be little time for collaboration and sharing of results, but learning could be connected to mainstream teaching and learning to consolidate and extend.
A sample lesson sequence for a 20-minute class
Timing Focus Implementation guide
2 minutes Establish the learning intention and connect to the students’ prior knowledge
5 minutes Explicit teaching
10 minutes Independent learning
3 minutes Reflection
• Read the learning intention and clarify the key terms.
• Draw connections to prior units, class learning, and life.
• Watch the video.
• Read the workbook notes and clarify the key terms.
• Connect the students’ prior learning to the expectations of the current activity.
• Students complete the activities.
• Check their answers.
• Connect the learning back to the learning intention.
• What scores do the students give for their success and confidence in the lesson?
• Read ‘Take it with you’.
Procedural literacy
Procedural texts are non-fiction texts that explain the steps a reader is required to follow to complete a process. They use direct, clear language and explain the process by sequencing the steps either with dot points, numbers, or paragraphs. Procedural texts include rules, instructions, recipes, directions, experiments, and manuals.
Why do we create procedural texts?
A procedural text guides us through the individual steps of a process. It is a text that is read literally and is often re-read, referred back to, and analysed for the specifics of what the text is telling the reader to do. Everyone uses procedural texts in their life; for example, when they are cooking, learning a game, setting up new furniture or technology, learning new skills, getting directions, or receiving instructions at school.
1 In your own words, what is procedural writing?
Procedural writing is a set of instructions that break down a complex task into individual steps. Procedural writing is used in almost every subject and area of life. Procedural writing enables anyone to be able to complete a task: if someone doesn’t know how to do something, they can follow the process to complete the task.
2 List the procedural texts you might be asked to read, listen to, or write in different subjects.
An experiment in Science, a recipe in Food Technology, instructions in Technology, and instructions in Physical Education
3 Read the anchor text and follow the text to play the game. This text is a model that will help you to ‘anchor’ your learning as you complete the activities in this unit. It will also assist you to draft your own procedural text. The anchor text was written by a student, just like you.
At the end of each lesson, you will rate how confident you are about your progress through the unit. Be as honest as you can; it’s your learning! Rate my confidence
4 How confident do you currently feel about reading, writing, speaking, and listening to procedural texts? Give yourself a confidence score out of five. Come back at the end of the unit to score your learning confidence again.
Introduction:
How to play Tiến lên (Thirteen)
‘Tiến lên’ means ‘go upwards’ in Vietnamese. However, this card game is more commonly called ‘Thirteen’. It is often referred to as the national card game of Vietnam, but it is enthusiastically played by people from all over the world. The game is typically played between four players.
The objective of ‘Tiến lên’ is to be the first player to use all your cards.
Materials:
A standard deck of cards
Rankings:
The hierarchy of the ranks and suits of cards: highest to lowest:
• 2 A K Q J 10 9 8 7 6 5 4 3
• hearts, diamonds, clubs, spades
Eligible plays:
During your turn, you can place down:
• one, two, three, or four cards of the same rank (for example: four different kings)
• an ascending progression of three or more cards of the same suit (for example: four, five, or six of diamonds).
Steps:
1 Deal 13 cards to each player.
2 The person with the three of spades starts the game. They can place down this card by itself, with other cards of the same rank, or with two or more cards of the same suit (refer to eligible plays).
3 The next player must place cards that follow these requirements:
• the card/s must be a higher value than the card on the top of the pile (refer to rankings)
• they must follow the previous type of play (for example: if the last player put down a sequence of three cards, the next player must do the same).
4 Step 3 is repeated until a player ‘passes’. This happens when the next player does not have any playable cards or chooses not to play their cards.
5 After someone passes, the following player should carefully select a new card/s to begin the next round.
6 This cycle is repeated until a player suddenly loses all their cards, thus becoming the winner. The game can continue to find which players come second, third, and fourth.
7 You have now finished playing Tiến lên!
Student author: Jennifer To
Title
Introduction
List of materials
Visuals
A sequenced set of steps
Imperative mood
Preposition
Conclusion
http://mea.digital/ CL1_2_A
Procedural comprehension
Part A: Prepositions and adverbs
To understand how to use prepositions, adverbs, and determiners to understand procedural texts
In procedural texts, it is important to be able to connect what you are being told to do with how you need to do it. Prepositions and adverbs are some of the words that help us do this:
• prepositions connect the noun to the rest of the sentence, often giving us information about the when (after school) and where (on the bus) of the noun
• adverbs describe or modify:
• verbs (ride quickly)
• adjectives (the really fast bike)
• adverbs (ride very quickly)
• clauses (suddenly the bike stopped).
Following a procedural text becomes so much easier if we can connect the preposition and/or the adverb to the part of speech it is modifying.
1 The words below are a jumble of prepositions and adverbs. Sort each word into the correct column in the table.
during, desperately, into, rather, currently, across, beneath, always, carefully, opposite, within, completely, on, honestly, at, in, after, gently, peacefully, so, among, from
Prepositions
during, into, across, beneath, opposite, within, on, at, in, after, among, from
Adverbs
desperately, rather, currently, always, carefully, completely, honestly, gently, peacefully, so
2 In the following sentences from the anchor text, underline the prepositions and circle the adverbs. Clues have been provided in brackets.
a ‘The game is typically played between four players.’ (One preposition, one adverb)
b ‘It is often referred to as the national card game of Vietnam …’ (Two prepositions, one adverb)
c ‘… it is enthusiastically played by people from all over the world.’ (Two prepositions, one adverb)
3 Mark up the anchor text according to the instructions below.
a In step 1 of the instructions, draw two arrows to connect the preposition to the two noun phrases.
b In step 2 of the instructions, highlight the prepositions and underline the adverb.
c In step 2 of the instructions, draw an arrow from the adverb to the word it is modifying (remember, it is not always the verb!).
4 a In the anchor text, highlight the preposition in step 4 that lets you know how long to keep repeating step 3.
b Consider the preposition you identified in Question 4a above. In the anchor text, draw two arrows to indicate the two noun phrases that are connected to this preposition.
5 a In step 5 of the anchor text, how does the ‘following player’ select new card/s?
b Consider the adverb you identified in Question 5a above. What does this word tell us about how the player should select the card/s? Page 25
The player should think about what cards to play, and not just play them randomly. ‘carefully’
Part B: Determiners
Determiners are always placed directly before the noun and give details about the noun. Determiners can show quantity (how many), possession (who has), or specificity (which one). These details provide the specific information procedural texts need to be effective.
Determiners give us information about the noun, such as:
• whether the noun is general or specific For example: a game or the game
• whether the noun is singular or plural For example: this game, that game or these games
• who the noun belongs to For example: my game, his game, their game, Louie’s game
• how many nouns there are. For example: two games, some games, many games
6 Circle the determiners in the following sentences (the noun that each determiner is modifying is bold).
a Many games can be played on those computers at his school.
b A card game can be played at your house, in the evening, and with any family members.
c Few people like playing alone, as their life is more fulfilling when playing with some friends.
7 Choose an appropriate determiner to show the following.
a A specific Queen of Clubs: Queen of Clubs
b More than one Queen of Clubs: Queen of Clubs
c Someone’s Queen of Clubs: Queen of Clubs
Charlie’s Two
8 In step 3 of the anchor text, circle the determiners. For example: Step 2: The person with the three of spades starts the game. They can place down this card by itself, with other cards …
9 How does identifying determiners help to clarify a procedural text?
Determiners give the specific information that is needed to follow a procedural text correctly.
10 In the anchor text, find another example of a preposition, an adverb, and a determiner. Explain how each of these words helps the reader to understand the instructions.
a A preposition:
b An adverb:
c A determiner: Identify and understand the pieces of the
The first ‘with’ in step 2. This preposition connects the person playing with
The word ‘suddenly’ in step 6. This adverb shows that a player can lose in the three of spades so you know who starts the game.
The word ‘you’ in step 7. This determiner shows who has finished playing Ti ế n l ê n. a moment, almost unexpectedly.
I understand how to use prepositions, adverbs, and determiners to understand procedural texts: ______ / 5
Try to notice the prepositions, adverbs, and determiners in other texts you come across. All these words give us clues about the subject of a sentence. Find these words and the meaning of a text comes alive!
TAKE IT WITH YOU
Procedural planning and writing
To understand how to draft a clear procedural text using sequencing http://mea.digital/
Part A: Sequencing the steps
The most important part of writing a procedural text is being able to clearly sequence the steps so readers can logically follow the instructions. Sequencing is laying out a clear path for the reader to follow.
1 Read the following set of instructions about how to wash a car. Number the steps in the most logical order. Think about what needs to happen before the next step can take place.
How to wash a car
Step Lightly spray the car with a hose.
Step Move the car to an appropriate space, preferably over some grass, within the hose’s reach.
Step Collect the materials: a bucket of water, cloths or sponges, car-wash soap, and a hose.
Step Put soap in the bucket of water and soak the sponge in the soapy water.
Step Use the hose to rinse off the soap from the car. If you have one, use a shammy to dry the car (particularly the windows so you can’t see streaks).
Step Use the sponge to wipe off any dirt from the car. Work your way around the entire car.
Your writing task for this unit is to write a set of instructions about how to play a card game.
2 Choose a card game that you are familiar with (that is, you know the rules of the game).
The card game I am going to write instructions for is called:
3 Use the ‘sequencing steps organiser’ on page 42 to write a dot-point list of how to play the game. Make sure you write the instructions in the right order!
Part B: Ensuring clarity
Clarity is how clear something is. You want your audience to understand your instructions! One way to make your procedural text clear is to put only one action in each step of the process
4 Check the steps you wrote in the ‘sequencing steps organiser’: Do you need to split any steps into multiple parts?
Another way to make your procedural text clear is to put the most important part of a step first in the sentence.
5 For each of the following sentences, identify the most important information and rewrite the sentence to put this part first.
a For at least 10 minutes, at 200°C, preheat the oven.
Preheat the oven at 200°C for at least 10 minutes.
b Until the mixture resembles breadcrumbs, use your fingertips to rub the butter into the flour.
Use your fingertips to rub the butter into the flour until the mixture resembles breadcrumbs.
c With a flat-bladed knife, mix the milk that you have poured into a well in the centre, until it forms a soft dough.
Make a well in the centre and add the milk. Then use a flat-bladed knife to stir the mixture until it forms a soft dough.
You can also improve the clarity of your procedural writing by using the imperative mood. This is just a fancy way of saying ‘be demanding’. Don’t ask the reader to do something, tell them to do it!
6 The following sentences are instructions on how to make your own lip balm. Rewrite each sentence so the instructions are in the imperative mood.
a Perhaps you could combine the oils in a bowl and think about adding the vanilla extract.
Combine the oils in a bowl and add the vanilla extract.
b You might want to place the beeswax in a microwave-safe bowl, and then potentially microwave it for short bursts until it is melted.
Place the beeswax in a microwave-safe bowl. Microwave it for short bursts until it is melted.
c Maybe you could combine the beeswax with the oils and then you might stir the mixture before possibly putting it into a clean container to solidify.
Combine the beeswax with the oils. Stir the mixture, then put it in a clean container to solidify.
7 In the anchor text, highlight three examples of where the text uses the imperative mood. Sometimes, procedural texts use the subjunctive mood (showing a wish or a doubt). For example: ‘The game can continue to find which players come second, third, and fourth.’
8 Why does the anchor text use the subjunctive mood?
The anchor text uses the subjunctive mood to show that the person playing the game has options: there is not just one way of following the steps.
9 Using the anchor text as a model, and your sequenced steps, draft your instructions on how to play your chosen card game. You can write your draft in the writing pages at the end of this unit. Make sure you only have one action per step, that the most important part of each step is at the start of the sentence, and that you use the imperative voice (where appropriate!). We will continue to revise your instructions throughout the unit, so for now, write the first draft, knowing it doesn’t have to be perfect because you will revise it later.
I understand how to draft a clear procedural text using sequencing: ______ / 5
The most important thing we can do when we are writing is to be as clear as possible. How can you make your writing clearer in other classes? Have you sequenced your writing so it’s clear? Where else can you appropriately use the imperative mood?
Procedural structures and features
Part A: Recipes and experiments
Heading
Quantities
Heading
Personal pronouns
To understand the structural elements and features used in procedural texts
As most procedural texts are instructions or directions that explain how to complete a procedure or perform a task, procedural texts usually have similar structural elements and features. However, procedural texts have different expectations and layouts; noticing these differences makes these texts easier to read and understand.
1 Read the following recipe and experiment.
Identify and understand the pieces of the text.
Recipe: Damper
Ingredients:
• One cup of self-raising flour
• One pinch of salt
• One tablespoon of butter
• Water (as necessary)
Method:
1 Using your fingertips and thumb, crumb the butter into the flour and salt until the mixture forms crumbs.
2 Add water slowly to the mixture, while kneading it into a soft dough.
3 Cover the dough with tin foil and place it onto hot coals, rotating occasionally, until it is firm to touch.
4 Remove the tin foil and enjoy! You might like to add butter, or jam, or your favourite topping for extra deliciousness!
No personal pronouns
No aim for recipe
Experiment: Paper-making
Aim: To make recycled paper
Materials:
• Used paper
• A blender
• Warm water
Process:
• Large flat trays
• A sponge
Equipment and products
1 Tear the paper into small pieces and put them into the blender.
2 Pour water into the blender. Put just enough water to cover the paper plus a little extra.
3 Pulse the paper a few times and blend for 30 seconds to create paper pulp.
4 Squeeze out as much water as possible and lay the pulp on the trays in a very thin layer.
5 Use the sponge to soak up more water before leaving the pulp to dry completely.
2 The recipe and experiment have similar structural elements and features. What are these similarities?
The recipe and the experiment both have a title, a list of the items that are needed to complete the task, and a numbered set of steps a person should follow to complete the task.
3 Label the differences between the recipe and the experiment on these texts above.
Part B: Instructions
Generally, instructions include the following structural elements:
• a title that specifically and clearly tells the reader the purpose of the instructions
• an introduction that explains the text
• a list of parts, materials, and conditions that are needed to complete the process
• a sequenced set of steps so the reader can easily follow the process in order and not skip steps
• visuals to illustrate and clarify the text
• safety information (if this is relevant to the task)
• a conclusion that shows the task is complete.
4 On the anchor text, label the relevant structural elements listed above.
5 Return to your drafted instructions on how to play a card game. Add an introduction, a list of materials, visuals, and a conclusion to your instructions.
The features of a set of instructions can vary a little; however, generally, procedural texts:
• arrange the instructions as sequenced steps set out in a logical order
• are as specific as possible
• use the imperative mood (direct and commanding)
• put the most important information at the beginning of each step
• include only one instruction in each step
• avoid jargon and explain technical terms clearly
• give examples or analogies if this is helpful
• do not omit (leave out) any steps
• use the second-person point of view (you, yours)
• use an active voice (the text addresses the audience directly).
Not many texts use the second-person perspective because it puts the emphasis on you (the reader) and it is very difficult to sustain for long periods. However, it is perfect to use in procedural texts because it puts the action in the hands of the reader as they follow along.
6 Identify whether the following sentences are using the first-, second- or third-person perspective.
a Lola placed the card purposefully on the table.
b I placed the card purposefully on the table.
Third person
First person
c You placed the card purposefully on the table.
Second person
The active voice is when the subject does the action. The passive voice is when the subject receives the action. Both are grammatically correct. In procedural texts, using the active voice often makes the meaning of the text clearer.
For example: Active voice: Emilia sang a song. Passive voice: A song was sung by Emilia.
7 In each of the following sentences, underline the subject. Next, identify whether each sentence is in the active (A) or the passive (P) voice.
a The ball was kicked by Lottie.
b Bradley ran and hid.
c Yesterday, she fought for her rights.
d Her car was stolen yesterday.
8 Return to your draft instructions on how to play a card game. Do your instructions have the expected features of procedural texts, including using the second-person point of view and the active voice? Revise your draft instructions to showcase the features of procedural texts.
How many similar structural elements and features can you find in other procedural texts you come across this week? What makes a text unique?
I understand the structural elements and features used in procedural texts: ______ / 5 TAKE IT WITH YOU
http://mea.digital/ CL1_2_4
Procedural vocabulary
Part A: Instructional vocabulary
To identify the function and order of key words in procedural texts
Instructional language needs to be very specific. It needs to show when, how, what, where, and (sometimes) why something happens. There are different terms for these things, but the most important part of any language-analysis work, or comprehension work, is to focus on what the words are doing
1 Identify what the bolded words are doing in the sentences below. (Hint: What are these words telling the reader?)
a Cut around the outside of the drawing.
‘Around’ tells the reader what to do and where to cut the drawing.
b Cut along the dotted lines and weave the paper strips through the cuts.
These words tell the reader where to cut, and connect the two actions ‘to cut’ and ‘to weave’.
c Glue the ends of the paper and cut off any excess.
These words tell the reader what to glue and how much excess to cut off.
2 Find two words in the anchor text that show the following information.
a Shows when b Shows where c Shows how d Shows what e Shows who f Shows a relationship
down, top first, starts, until, when, after, begin
Part B: Determiners
cards, three of spades, playable cards, cycle deal, starts, place, follow, repeated, chooses
to, with, by, or, than, on, if, until, when you, players, person, they, someone, the winner
A noun can only have one main determiner. A main determiner can be an article, or a possessive, or a demonstrative. A noun can also have no determiner. If a noun does have a determiner, then it is always placed before the noun, and before any adjectives. A noun can also have pre (before) or post (after) determiners, which are additional to the main determiner. There are strict rules about the placement of pre-determiners and post-determiners, as shown in the table below.
Pre-determiner
Main determiner (only one)
Post-determiner Noun Quantifiers Articles Demonstratives Possessives Quantifiers all, both, half, double, any, twice, ten times, some
a, an, the this, that, these, those my, mine, her, his, your, its, our, their first, many, one much, last, more, next, most, few
these last few sites twice the next day all her first trophies
3 Revise the following noun phrases to put the determiners in the correct place.
a Few the first songs
b Last both her songs
The first few songs
Both her last songs
c Next of those few most songs
Most of those next few songs
4 Use the table on the previous page to help you label the determiners in these phrases from the anchor text. The first one has been done for you.
a ‘… the first player …’ ‘the’ is an article and the main determiner; ‘first’ is a quantifier and a post-determiner
b ‘A standard deck of cards’
‘A’ is an article and the main determiner ‘standard’ is a quantifier and a post-determiner
c ‘… all their cards …’
‘all’ is a quantifier and a pre-determiner ‘their’ is a possessive and the main determiner
5 Classify the following quantifiers into:
• quantifiers that can be used with countable nouns (that can be counted; for example: cards)
• quantifiers that can be used with uncountable nouns (that can’t be counted; for example: sand)
• quantifiers that can be used with both countable nouns and uncountable nouns.
a little, enough, a few, a bit, more, several, a great deal of, none, a majority of, plenty of, lots of, any
Quantifiers that can be used with uncountable nouns
a little, a bit, a great deal of
Quantifiers that can be used with both countable and uncountable nouns
Quantifiers that can be used with countable nouns
a few, several, a majority of enough, more, none, lots of, plenty of, any
6 Create three noun phrases that use at least two determiners to modify the noun ‘game/s’.
The first game
Some of your games
Half my game
7 Return to your draft instructions on how to play a card game. Are your determiners in the correct order? Are the words you have chosen doing what you want them to do?
I can identify the function and order of key words in procedural texts: ______ / 5 TAKE IT WITH YOU
Next time you don’t understand a sentence, stop and spend a moment to think about what the individual words are doing in the sentence. Does noticing the function of the words help you to understand the sentence better?
Procedural syntax
Part A: Parallel structure
http://mea.digital/ CL1_2_5
To understand how to control sentences that include conjunctions
A parallel structure is when the same pattern of words is used to show that two or more ideas have the same level of importance. The usual way to join parallel structures is by using coordinating conjunctions (for, and, nor, but, or, yet, so).
A parallel structure can be at the word level
For example: Not parallel: Alkira likes hiking, swimming, and to ride a bicycle.
Parallel: Alkira likes hiking, swimming, and riding a bicycle.
A parallel structure can be at the clause level
For example: Not parallel: Cheating can include peeking at other players’ cards, marking cards, or to hide cards from the deck.
Parallel: Cheating can include peeking at other players’ cards, marking cards, or hiding cards from the deck.
1 In the following sentences, identify the inconsistent words and annotate the sentences so they have a parallel structure.
a To be inducted into the poker hall of fame, a player must have played poker against top competitors, is playing for high stakes, and played consistently well.
to think played for
b A poker player needs to have good focus, a lot of patience, and thinking analytically.
c To get better at poker, it is recommended that you practise hand-reading, start playing small games, and working on your understanding of statistics and probability.
2 Identify a sentence in the anchor text that has a parallel structure.
‘They can place down this card by itself, with other cards of the same rank, or with two or more cards of the same suit.’ work
Part B: Subordinate conjunctions
A subordinate conjunction is a word or phrase that connects a dependent clause to an independent clause. Every conjunction shows a relationship between the words or clauses it connects, but a subordinate conjunction shows that a clause has information to add to the sentence’s main idea. A subordinate conjunction shows there is a relationship between the two clauses.
Commonly used subordinate conjunctions after although as because before how if since than though unless until when where while
By including a subordinate conjunction, a dependent clause is created.
For example:
• a dependant clause: although card games are very common
• an independent clause: many card games require players to use several different skills
• a dependent clause connected to an independent clause with a subordinate conjunction: Although card games are very common, many card games require players to use several different skills.
3 Categorise the following subordinate conjunctions into the type of relationship they show exists between two clauses.
rather than, since, if, though, where, provided that, although, so that, after, whether, whereas, whenever, even though, in order to, now that, wherever, as much as, unless
Comparison (shows the relationship between two contrasting ideas)
Time (shows when the main clause will be or was performed)
Reason (shows the reason the action was performed)
Concession (shows an action took place despite an obstacle)
Condition (shows the rules the main clause follows)
Place (shows where the activities might occur)
where whereas wherever if provided that unless though although even though since so that in order to after whenever now that rather than whether as much as
4 In the following sentences from the anchor text, underline the subordinate conjunction and determine what relationship the conjunction shows.
a ‘ … if the last player put down a sequence of three cards, the next player must do the same’.
The subordinate conjunction ‘if’ shows a relationship of condition: it links the rule that connects the two clauses.
b ‘Step 3 is repeated until a player “passes”.’
The subordinate conjunction ‘until’ shows a relationship
5 For each of the following sentences, underline the dependent clause and circle the subordinate conjunction that creates the dependent clause.
a When there are five or more players in Rummy, each player is given six cards.
b A meld is a group of at least three cards of the same value, although it can also be called a set.
6 The following are ‘fragments’ because the subordinate conjunction has created a dependent clause. Add an independent clause to each fragment to complete the sentence.
a Although you can play a card game with two players,
b Since the objective of the card game is to meld all your cards,
7 Return to your draft instructions on how to play a card game. Do your instructions use a consistent parallel structure (scan for ‘and’ or ‘or’)? Next, find the subordinate conjunctions in your instructions. Is each subordinate conjunction connected to an independent clause?
Parallel structure and subordinate conjunctions are used in every text type. How many can you find in your other subjects today? I understand how to control sentences that include conjunctions: ______ / 5
TAKE IT WITH YOU many as possible as quickly as possible. then you should try to meld as it is often fun to play with more players. of time: it links how long the step should be repeated with a player choosing to pass.
Page 25
Notice the connecting words.
STRAT E GY Page 44
Procedural punctuation
Part A: Capital letters
To understand how and when to appropriately use capital letters, and dot-point and numbered lists http://mea.digital/
Capital letters are important because they tell us the word is referring to something specific. A capital letter shows us that, for some reason, the word is important.
A word can be capitalised because it is:
• the first word of a sentence or a new line
• a proper noun (a specific person, place, organisation, or thing)
• part of the title of a book, film, article, etc.
• the name of one of the days of the week or months of the year
• the first word in a quote (if the quote is a full sentence)
• an acronym.
1 Why do the following words need capital letters?
a Wednesday
It is a proper noun: a day of the week.
b Alex Rodriguez
It is a proper noun: a person’s name.
c Playing the Cards You’re Dealt (by Varian Johnson)
d Las Vegas
It is a proper noun: a specific place.
e Go Fish (a children’s card game)
It is a proper noun: the title of a book.
It is a proper noun: a specific game.
2 Give an example from the anchor text of each of the following types of words that use capital letters.
a A heading and a sub-heading
b The name of a place
c The name of a game
Vietnam
How to play Ti ế n l ê n (Thirteen); Introduction
Thirteen, Ti ế n l ê n
d The first letter of a sentence
‘Deal 13 cards to each player.’
3 Revise the following passage by underlining the letters that should be capitals. (Hint: There are 13 capital letters.)
the object of the card game diplomat is to have the most sets of four-of-a-kind at the end of the game. it is similar to the game fish, but more open-ended. on a player’s turn, they can ask a specific player a yes–no question. For example, ‘do you have any kings, tyler?’ or ‘do you have any even spades?’ the player keeps asking the same person questions until they get a ‘no’ response. alternatively, instead of asking a question, a player can ask another player to ‘lay out’ a particular card. For example, ‘tyler, can you lay out the queen of hearts?’ if the player has this particular card, they have to give this card to the player. once a player has a set of four-of-a-kind, they place them face-up on the table.
Note that WRITING ENTIRELY IN CAPITAL LETTERS IS CONSIDERED SHOUTING AND IS RUDE.
Part B: Dot points and numbering
Using dot points is a useful way to separate different ideas in a text and to make it easier for a reader to process and remember the information. Dot points can be written as a single word, phrase, clause, sentence, or paragraph. They can start with capital letters or not. If writing a full sentence or paragraph, then a dot point starts with a capital letter. If a dot point is a single word, phrase, or clause, then you can choose whether or not it starts with a capital letter; just be consistent.
Numbering works in the same way as dot points; however, numbering is especially useful for showing sequences. This makes it easier for the reader to know where they are up to, and there is less need to use sequencing terms (next, after, then).
4 For each of the following text types, decide whether the text works better as a dot-point list or a numbered list.
a A recipe
b A grocery list
c A list of instructions
A numbered list
A numbered list A dot-point list
A dot-point list
d A list of types of racing cars
5 In the anchor text, which feature is presented as a dot-point list? Which feature is presented as a numbered list? Why do you think the author has made these choices?
The author of the anchor text has used a dot-point list for the rankings and eligible plays, and has used a numbered list for the instructional steps to follow to play the game. They have made these choices because the rankings and eligible plays do not have to be in a particular order, but the steps need to be followed in the order presented.
6 Circle the errors in the following procedural text. (Hint: Look for any inconsistent use of capital letters, and inconsistent sentence length, punctuation, and dot-point formatting.)
How to play Old Maid
1 Remove three of the four queens from a deck of cards, then deal the rest of the cards evenly.
– players match any pairs they have and place them face up in the discard pile
3 In turns, players offer their hands to the player on their left to randomly choose a card. If the card matches a card they already have, then they can put that pair down. If not, they keep the card …
> the game ends when the Old Maid (the queen) is the only card left. The person holding the card loses.
7 Return to your draft instructions on how to play a card game. Check the consistency of your writing. What words in your writing require capital letters? Have you used dot-point lists or numbered lists? Have you maintained consistency in your instructional steps?
I understand how and when to appropriately use capital letters, and dot-point and numbered lists: ______ / 5
Can you identify the different ways capital letters are used in other classes? Next time you are revising your writing, take a moment to stop and notice how you have used capital letters. Did you remember all of them?
Page 25 Page 44
TAKE IT WITH YOU
Procedural spelling
Part A: Irregularly spelled words
To understand how history has shaped the ways words are spelled
Irregularly spelled words cannot be spelled by simply writing down the sounds as they are heard. However, don’t worry, only about four per cent of words in the English language are truly irregularly spelled words.
Almost every word has a story about why it is now spelled the way it is. Some spelling exists because of pronunciation shifts (for example: we used to pronounce sugar /soogar/) or because the first printers were Dutch, so they used Dutch spellings such as the silent h in ‘ghost’ and ‘ghastly’.
history of spelling Consider the meaning and pronunciation of familiar parts of the words
http://mea.digital/ CL1_2_7 national eligible should previous hierarchy people typically
The thing to remember with irregularly spelled words is that it is not the whole word that is complex to spell; only a small part of the word needs to be worked out.
1 Sound out the following words and circle the part of each word that is irregularly spelled. a Straight b Thorough c Asthma d Friend e Zucchini f Receipt g Fiery
2 In the table below, match the following words from the anchor text with the reason why they are spelled the way they are.
people, previous, eligible, national, typically, hierarchy, should
Word Rule or morphology or etymology
A Latin word where the y is used to make the /i/ sound
A word that uses o as a historical marker; it is a reminder of the original word populus
A Latin word where ‘ch’ is pronounced /k/
A word from the Old French spelling; the ‘ou’ spelling can make six different sounds, one of them being the short /o/
A word where the silent l connects with the past-tense word shall (just like would and will )
A word where the g is pronounced /j/ because it comes before e, i, or y
A word where ‘ti’ makes the /sh/ sound in Latin words
Part B: Etymology
Etymology is looking at where words have come from and the way their meanings have changed. By understanding the origins of words, and why their spelling, pronunciation, and/or meanings have changed, we take away the mystery of the English language! Four significant historical events drastically changed the spelling of the English words we use today: the Norman Conquest, the great vowel shift, the establishment of the first English printing press, and the publication of Webster’s American Dictionary of the English Language
3 Choose two events to summarise in the ‘events and consequences log’ on page 43. Explain each event and the impact it has had on the pronunciation and spelling of different words.
Etymological markers
Etymological markers are silent letters that still exist because of historical reasons. They might make connections with other words in their word family, or they might relate to the word’s origin. An etymological marker only serves as an etymological reference, rather than have anything to do with pronunciation.
Let’s look at the word ‘answer’. This word shares historical links with the words ‘sworn’ and ‘swear’. When ‘answer’ first entered English, it referred to ‘a sworn response to a charge’ (meaning if someone accused you of something, you could respond [answer] and swear to the truth). Although the usage and pronunciation of the word has changed, the ‘w’ has remained in the word as an etymological marker.
4 Match each of the following words with the reason behind its etymological marker (each etymological marker is bold).
Etymological marker Reason for the etymological marker
The w in two
The l in yolk
The u in buy
The l in talk
From the Old English, twa, which shows the relationship between twin, twice, twelve, and twenty
From the Old English word, geolca, which means ‘the yellow part’; this word was formally spelled yelk
This etymological marker shows the relationship to its past form bought; also, content words need have at least three letters
From the Middle English word, talken, which related to tale and tell
5 Return to your draft instructions on how to play a card game. Check your instructions for spelling errors. For any word that you spelled incorrectly, which part of the word did you get wrong? Investigate why the word is spelled that way.
44
I understand how history has shaped the ways words are spelled: ______ / 5 TAKE IT WITH YOU
What types of sounds or words do you find difficult to spell? Understanding what you find difficult about spelling allows you to search for the answers and reasoning behind the complex spelling of some words. Look up the history behind the spelling of a word from another class.
Procedural speaking and listening
Part A: Visual demonstrations
http://mea.digital/ CL1_2_8
http://mea.digital/ CL1_2_8A
http://mea.digital/ CL1_2_8B
To understand how working memory can be supported when writing procedural texts
Because procedural texts explain how to do something, they are often paired with photos, diagrams, or videos that illustrate what to do. Video demonstrations are useful because a viewer can listen to and see the procedure at the same time, and compare their work to the video.
1 Listen to the audio of the procedural text by scanning the QR code in the margin.
a As you listen, attempt to complete the task the person is describing.
b Which step did you find the most difficult to follow? Why?
It was almost impossible to know how and where to fold the paper using only the audio instructions.
2 Watch the video of the procedural text by scanning the QR code in the margin.
a How close was your first interpretation of the task?
My first attempt was a disaster because I couldn’t understand some of the instructions. My first task was nowhere near what it should be.
b Complete the task again, this time following the video.
3 How different were your first and second attempts at the task? Why was it easier to accurately follow the process using a visual demonstration accompanied by audio instructions?
My second attempt at the task was much closer to the example in the video. It was much easier to accurately follow the process when I was listening and watching the demonstration because I could just copy what she was doing.
4 Why did the video use a close-up for some directions?
The video used a close-up for some directions so the audience could see the demonstration as clearly as possible so they could accurately replicate it.
5 What other types of procedural texts do you often find presented with visual demonstrations?
Cooking shows and classes, science experiments, craft and art classes, dance classes, and sport classes
6 What other type of texts do you often find presented with visual demonstrations?
Weather bulletins, news and sports reports, documentaries, picture storybooks, and informative texts
Part B: Maximising working memory
When writing procedural texts, it is important to remember that your working memory can only hold between four to seven pieces of information at any one time. If you give someone too many instructions at the same time, they won’t be able to hold it in their working memory long enough to complete the task. This is particularly true when you are speaking the instructions instead of writing them because the audience can’t check the instructions as they go.
7 Read the following numbers. Wait 10 seconds and then see if you can remember them. i 1637483927579 ii 888333777444000 iii 12345987656789
a Which number/s did you find easier to remember?
b What technique did you use to try and remember the numbers?
For ii, I only had to remember five numbers and repeat them. For iii, I chunked the number into 12345 – 98765 – 6789. I found ii and iii easier to remember.
8 Read the following instructions once and then see how far you get before you forget the next step! How to build a card tower Prop two cards together in a ‘truss’ (an upside-down V shape). The top edges should meet, and the bottom edges should be evenly spaced apart Create a line of three trusses, where each truss is not more than one card length away from the next truss. Gently lay a flat card on top of the first two trusses. Gently lay a flat card on top of the second two trusses. This should create a ‘table’ with three ‘legs’ Place a truss in the middle of each of the flat cards Lay a flat card between these two new trusses. To complete your card tower, place one more truss in the middle of the flat card.
9 Did you find this task difficult or easy? Why?
I found this task easy because I know what a card tower looks like, so I read the instructions to see how many triangles to make at the start and then I built my card tower from memory.
Having one clear task per step can make instructions easier to remember and follow, as our brain can segment and chunk the information.
10 Annotate the instructions in Question 8 by numbering where you would break up the steps to make them clearer for the audience.
11 What visuals could you add to make the instructions in Question 8 even clearer?
You could add a visual to each step to show what the card tower looks like along the way. This allows the audience to check that they are following the process correctly.
12 Write a set of spoken instructions on how to draw a simple picture. You are going to read these instructions to your class.
a Draw the picture yourself and take note of the steps you take to complete the drawing.
b Plan how you are going to break up the steps so your audience can follow along without too much cognitive overload! Are you going to draw each step as a visual demonstration while you are explaining what to do? Or are you going to show the class your finished drawing and point out where they are up to? Which strategy will produce the best outcome for your audience? Identify and understand the pieces of the text.
I understand how working memory can be supported when writing procedural texts: ______ / 5 TAKE IT WITH YOU
Procedural texts aren’t meant to be read only once, or all in one go. Our working memory can’t cope! Apply the same strategy (of reading one idea at a time and re‑reading from one idea to the next) to another text type in another class.
Sequencing steps organiser
Game title: Pig
• Shuffle the cards.
• Deal four cards to each player.
• Each player passes one card to the player on their left.
• The players continue to pass cards to their left and collect cards from their right as quickly as possible.
• As soon as a player collects four of the same set of cards (e.g. four kings or four twos), the player stops passing and puts their finger on their nose.
• Other players notice that one player has their finger on their nose.
• They stop passing and receiving cards and put their fingers on their noses.
• The last player to put their finger on their nose is the ‘pig’ (the loser).
Events and consequences log
The Norman Conquest
• In the eleventh century, England was invaded by an army of Norman, French, Breton, and Flemish troops.
• The army was led by William, Duke of Normandy.
• William fought and won the Battle of Hastings (1066) to become the King of England.
Consequences:
• Norman French replaced English as the main language in academic settings in England.
• This impacted spelling and vocabulary within the English language.
The first English printing press
• In the late fifteenth century, William Caxton set up the first press that printed books in English.
• Caxton tried to create some consistency in the spelling of words in the English language.
Consequences:
• The typesetters working on Caxton’s press made errors, changed spellings, and added letters and these alternative spellings became the norm.
Teacher connections: Procedural literacy
A sample lesson sequence for a 50‑minute class
Timing Focus Actions Implementation guide
5 minutes Establish the learning intention and connect to the students’ prior knowledge
• Read the learning intention and clarify the key terms.
• Draw connections to prior units, lessons, class learning, and life.
• Students document current and future learning.
Before you teach
• Some technical elements are introduced in this unit (imperative mood, active voice, and countable nouns). Be aware that the students will need support with the elements, but they aren’t expected to master their understanding of these components in this unit alone.
• Check the links to the How-to section prior to teaching, particularly for the comprehension and syntax lessons.
Prior knowledge activation
• Play a round of ‘What do I mean when I say …?’ Prompts could be ‘follow my instructions …’ or ‘the procedure to follow is …’
5 minutes Explicit teaching
• Watch the video.
• Read the workbook notes and clarify terms for Part A.
• Connect to the students’ prior learning.
• Students to ask any questions they have.
5 minutes Collaborative learning
10 minutes Independent learning
• Complete the first part of each activity as a class.
• Students to complete the rest of each activity in pairs.
• Students complete the activities in Part A.
• Check their answers.
• 2.0 Introduction:
– Students can highlight the keywords in the introductory paragraphs and use these words to support their response to Q1.
– A class brainstorm can occur either before or after the students attempt Q2.
• 2.1 Comprehension:
– Ensure the students confidently understand Q1 (prepositions and adverbs) before moving to Q2.
– The students may need support to complete Q3, or it can be completed in small groups; Q3 should successfully set up Q4.
• 2.2 Planning and writing:
– After completing Q1, ask the students how they knew how to order the steps (prior experience, logical thinking).
– Ask the students to select a card game and write instructions on how to play this game. They don’t have to write in full sentences; they can just dot point the main steps.
• 2.3 Structures and features:
– The recipe and experiment in Q1 can be read aloud to the class or in groups.
– The answers to Q2 and Q3 can be brainstormed in small groups and then shared with the whole class.
– Part B will take longer than Part A, so allow less time for Part A.
• 2.4 Vocabulary:
– For Q1, the first question may need to be completed as a worked example. The students’ answers to Q1b and Q1c can be shared with the class.
– The students’ answers to Q2 can also be shared with the class.
– Part B will take longer than Part A, so allow less time for Part A.
Timing Focus Actions
5 minutes Explicit teaching
• Read the workbook notes and clarify terms for Part B.
• Connect to the students’ prior learning.
• Students to ask any questions they have.
5 minutes Collaborative learning
10 minutes Independent learning
• Complete the first part of each activity as a class.
• Students to complete the rest of each activity in pairs.
• Students complete the activities in Part B.
• Check their answers.
Implementation guide
• 2.5 Syntax:
– Students are likely to understand the concept of parallel structure at the word level more easily than the concept of parallel structure at the clause level.
– The students may need support to complete Q1a; they can then complete Q1b and Q1c independently.
• 2.6 Punctuation:
– The students should be able to complete most of Part A independently.
– Allow time to discuss why it is so easy to forget capital letters when writing quickly, why they are so important, and how much punctuation has changed due to social media expectations.
• 2.7 Spelling:
– Allow time for the students to clarify the meaning of any of the words in Part A.
– The activities focus on spelling rather than meaning; however, there is an opportunity to build vocabulary if any of the words are unfamiliar.
• 2.8 Speaking and listening:
– As a class, listen to the audio of the procedural text and complete Q1a. Get the students to share their answers for Q1b and Q2a.
– Allow time for the students to brainstorm their responses to Q5 and Q6.
• 2.0 Introduction:
– Ask the students to use the anchor text to teach themselves how to play the game of Tiến lên. They can work in groups of four.
– Ask the students to note which parts of the instructions they had to reread for clarity and whether they read the instructions chronologically or jumped around looking for the information they needed. You can also get the groups to track how many times they referred to the instructions.
• 2.1 Comprehension:
– Don’t let the students overcomplicate Part B. A determiner is always placed directly before a noun.
– Give the class time to discuss Q9.
– The students can share their responses to Q10.
• 2.2 Planning and writing:
– Q5a and Q6a can be completed as worked examples with the class before the students independently attempt Q5b and Q6b.
– As a class, you can discuss where the imperative mood is appropriate, and where it is not!
– The students can share their answers to Q7 and Q8.
Timing Focus Actions Implementation guide
• 2.3 Structures and features:
– For Q4, support the students with annotations and give them time to add to their drafted instructions.
– Active voice is complicated: the main point for the students to understand is the difference between the subject doing or receiving the action. Allow time for discussion. You may need to provide further examples.
• 2.4 Vocabulary:
– There is a lot of technical vocabulary in Part B, so keep the activities as simple as possible to balance the cognitive load.
– Spend time as a class working though the table on page 32 and explain how to read each column and row.
– Q5 may need to be completed in small groups or as a class depending on the students’ prior knowledge of countable nouns.
– The students can share their responses for the other questions in Part B.
• 2.5 Syntax:
– Q3 will allow you to see how deeply the students understand conjunctions, which will indicate how much support they will require for the subsequent activities.
– Allow time at the end of the lesson to work through and discuss the answers.
• 2.6 Punctuation:
– Brainstorm other types of texts that might use dot point or numbered lists.
– The students can share the errors they identified in Q6.
• 2.7 Spelling:
– The ‘events and consequences log’ on page 43 can be completed in small groups. Get the students to use dot points rather than full sentences. This activity can be extended or kept simple depending on the time available and the motivations of the class.
– The students could research their own words that have silent letters to see if they are etymological markers.
• 2.8 Speaking and listening:
– For Q7, you can read the numbers aloud as a class and share who can remember the most.
– You will need a few cards decks to complete Q8; although, you can use popsticks or cut-up cardboard.
– Allow another lesson for the students to present their spoken instructions to each other. Alternatively, they can complete the instructions in small groups, which will take less time.
Timing Focus Actions Implementation guide
5 minutes Reflection
• Connect the learning back to the learning intention.
• Were the students’ initial questions answered?
• What scores do the students give for their success and confidence in the lesson?
• Read ‘Take it with you’; can the students add other situations to which they might be able to apply their learning and understanding?
• Don’t sacrifice the reflection time to enable the students to complete the activities. Instead, prioritise the reflection as it can help the students to connect and transfer the skills covered to other areas.
• Establish and support the routine of students scoring their learning confidence at the end of each lesson.
• Allow the students to see and speak about the connections to other classes and situations; this will allow you to discover their interests and make future connections to other learning.
Variation A: Two 20‑minute sessions to teach one lesson
Teach only Part A or Part B in one class and follow the sequence below. You will need to allow writing time between each lesson, so allocate an extra 20-minute block to complete each individual lesson.
Variation B: One 20‑minute session to teach one lesson
The students could be asked to complete the writing revisions as homework or at another time. Explicit teaching would cover the entire Lesson (Part A and Part B) before independent work. There would be little time for collaboration and sharing of results, but learning could be connected to mainstream teaching and learning to consolidate and extend.
A sample lesson sequence for a 20‑minute class
Timing Focus Implementation guide
2 minutes Establish the learning intention and connect to the students’ prior knowledge
5 minutes Explicit teaching
10 minutes Independent learning
3 minutes Reflection
• Read the learning intention and clarify the key terms.
• Draw connections to prior units, class learning, and life.
• Watch the video.
• Read the workbook notes and clarify the key terms.
• Connect the students’ prior learning to the expectations of the current activity.
• Students complete the activities.
• Check their answers.
• Connect the learning back to the learning intention.
• What scores do the students give for their success and confidence in the lesson?
• Read ‘Take it with you’.
http://mea. digital/CL1_3_0
Imaginative literacy
Imaginative literacy is the ability to read, write, speak, and listen to creative texts. Imaginative texts often build emotion in the audience and make readers think about something in a different way. These fictional texts use literary devices to bring a story or idea to life. Imaginative texts include short stories, poems, songs, films, novels, and plays.
Why do we create imaginative texts?
In imaginative texts, authors explore ideas in creative and entertaining ways. They might take inspiration from their own life or the world around them. Imaginative writing has no limits!
1 What is imaginative writing?
Imaginative writing is fiction. It is creative and entertaining and often makes the reader think about things and see things in different ways.
2 List some imaginative texts you might be asked to read, listen to, or write in different subjects.
Short stories, poems, songs, films, novels, plays, scripts, role plays
3 Read the anchor text. This text is a model that will help you to ‘anchor’ your learning as you complete the activities in this unit. It will also assist you to draft your own imaginative text. The anchor text was written by a student, just like you.
Rate my confidence
At the end of each lesson, you will rate how confident you are about your progress through the unit. Be as honest as you can; it’s your learning!
4 How confident do you currently feel about reading, writing, speaking, and listening to imaginative texts? Give yourself a confidence score out of five. Come back at the end of the unit to score your learning confidence again.
Anchor text Flash fiction
Flames
As I board, the scene aggressively hits me. The aircraft has such a strong, musky odour that it is hard to ignore as the smell consumes me, twisting my gut uncomfortably. The aisles are incredibly cramped with sweaty bodies jostling, pushing, tugging, and squirming. I have been walking for an eternity trying to find the end of this darkness. My shoulders brush against other commuters as I trudge along. After locating my seat, I let out a sigh of slight relief and bury myself in it, turning my music up. I don’t make eye contact as fellow passengers find their seats.
‘Ladies and gentlemen, the captain has turned on the fasten seat belt sign. Please take your seat and fasten your seat belt, make sure your seat back and folding trays are in their full upright position …’
Reaching for my belt, I watch the flight attendants run up and down the aisles instructing and assisting people. I casually turn to find the wing engulfed with flames and smoke billowing from the flaps. I stare out the window with growing disbelief.
The wing is on fire. We are all about to be consumed in flames. No, no it’s not, I tell myself as I slam the blind shut. They know what they are doing. Putta. You’re fine. Sérë. Sérë. I repeatedly remind myself.
I feel a light tap on my shoulder. ‘Sir,’ said the flight attendant, ‘can you please put the blind up?’ My consciousness is ripped back to reality. She looks into my eyes and smiles as I slowly raise the blind to see a perfectly normal scene outside. She walks away as the wheels start rolling and the engines howl. I consciously stop myself from looking back at the window. My muscles tense as I begin to feel that familiar sinking sensation as the plane accelerates. My palms begin to produce oils as I grab onto the armrests – I feel every jerk and jolt of movement. My stomach rises to my throat: I taste what I had for dinner. My breathing staggers as my lungs gasp for air. Blood pounds in my ears, muting the noise around me. People are screaming, babies crying, flight attendants shouting. I try to close my eyes to shut out the chaos. My heart is racing like a pack of horses in the race of their life. The scene in front of me disfigures as if I was looking through a fish lens –
A loud thud comes from the belly of the plane and all goes dark.
Student author: Isra Siddique
Personification
Smell
Feeling
Comma
Full
Sight
Sound
Dash
Hyperbole
Taste
Onomatopoeia
Sight
Simile
Sound
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Comprehension strategies
Imaginative comprehension
Part A: Narrative and character mapping
Narrative
To understand how to map the key elements of an imaginative text
Understanding an imaginative text’s narrative or plot – or what happens in the text – is an important part of comprehending imaginative writing. One way to cement your understanding of what is happening is to map the key events of the text in the order they occur. This way, you can see how the events build the overall story.
1 Look at the ‘narrative map’ on page 51. On the plot line, summarise the key plot events that occur in the anchor text. List one event for each of the five dot points on the plot line. Think about where each event sits in the overall story arc.
Character
RATEGY
Identify and understand the pieces of the text.
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Most imaginative texts use characters to drive the action. Many narratives are developed through the characters’ relationships, motivations, and their personal development. So identifying what we know about a text’s characters can help us make more sense of a story overall.
2 In the ‘characters’ box in the narrative map, list what you know about the narrator of the anchor text. You can quote directly from the text. Look for the narrator’s thoughts and actions and summarise their personality, feelings, and relationships
Part B: Setting and theme mapping
Setting
In some imaginative texts, the setting (when and where the action takes place) is very specific. Other imaginative texts provide very little detail about the setting; this lets the audience imagine the action happening in a space and time that means something to them.
Skim and scan the text for specific information. ST RATEGY
3 In the narrative map, list the key features of the anchor text’s setting. Think about what you know about the plane. Also consider the different perspectives of the narrator and the other passengers; how do they see the plane?
Theme
Although many imaginative texts are written to entertain their readers, many texts also want their audience to connect with an idea or to think about something in a different way. There is no ‘right’ answer when it comes to interpreting what a text is saying. You can start the process of interpretation by identifying the text’s theme – such as mental health – and then considering what the text makes you think about this theme.
4 In the ‘main messages’ box in the narrative map, write two dot points outlining the key messages the anchor text writer conveys about mental health. What does the narrator teach us about mental health? What does the story teach us about this?
Narrative map
The narrator:
The narrator: Plot Setting
Opening:
boards the plane and feels overwhelmed with anxiety
Main messages
• Reality is what we make it.
• We can never know what someone else is going through. Inside a plane; bustling as people board the plane
Narrator’s view:
Characters
• uses music to calm himself (‘turning my music up’)
• has delusions (‘the wing is on fire’)
• knows he is feeling overly anxious and tries to calm himself (‘You’re fine. Sérë. Sérë’)
• experiences severe anxiety (‘my muscles tense … my stomach rises to my throat … blood pounds in my ears’).
‘sees’ the wing on fire is told to open the blind feels fear and panic rise as the plane takes off hears a thud from the belly of the plane and all goes black.
The plane is on fire; chaos
Other passengers’ view: Theme: Mental health
The plane is getting ready for take-off; everything is as it should be
I understand how to map the key elements of an imaginative text: ______ / 5
What other imaginative texts have you read that have a similar story arc to the anchor text? Noticing how a story (or any text!) is structured helps you to see the parts that make up the whole. Can you identify the parts of another class text this week?
Page 167
Brainstorming, researching, and planning
TAKE IT WITH YOU
Imaginative planning and writing
Part A: Brainstorming
To learn how to brainstorm and plan the key elements of a flash fiction text
‘Flash fiction’ is a term for a short story under 500 words. By this definition, the anchor text is flash fiction. Because flash fiction stories are so short, every sentence is carefully chosen. It can be tricky to convey the plot, characters, setting, and the overall message in only a few words.
Your writing task for this unit is to write a flash fiction story using the writing prompt: From another point of view. Your story should be under 500 words.
Keep it simple: Focus on a single event, a moment in time, or a turning point.
1 What is the meaning of the phrase, ‘from another point of view’? Brainstorm some ideas, as a starting point for your story. You can write your ideas in the box below.
From another point of view …
Part B: Narrative planning
As you only have 500 words to write a full story, you need to plan the key elements and purpose of your text very carefully. This will help you piece together the story and write it!
2 Use the ‘short story planner’ on page 53 to help you plan your flash fiction story. Remember to keep your plan simple: 500 words is not many at all!
a Think about the character/s in your story. Write the key features of these character/s in the ‘characters’ box.
b The setting (time and place) of your story might be very specific (or not). Select a setting for your story; write the key features of this setting in the ‘setting’ box.
c What is going to happen in your story? How is it going to end? Determine the main plot points of your story and write these under the ‘key events’ heading. Keep it simple: five dot points should be plenty.
d What is the theme of your story? What is the main message you hope your readers will take away from your story? Write the theme and message in the box.
e Decide on a title for your story. This might be connected to the story’s theme or message, or to a character or symbol in the story. Write the title at the top of the short story planner.
Short story planner
Characters:
• A classroom bin
• Students
• A teacher
Setting:
A classroom
Key events:
•
Everything is quiet and clean and then the school day begins.
The bin describes what it sees as students enter the classroom.
The students put many different objects in the bin.
The bin has had enough and tips itself over.
A cleaner empties the bin and the cycle starts again.
Theme:
Feeling invisible or powerless
Main message:
We can fight our destiny but it doesn’t mean it will change.
3 Using the anchor text as a model, and your plan, write a draft of your flash fiction story. You can write your draft in the writing pages at the end of this unit. We will continue to revise your story throughout the unit, so for now, write the first draft, knowing it doesn’t have to be perfect because you will revise it later.
Page 167
Brainstorming, researching, and planning
Page 66
Page 172
Turning a plan into a draft
I know how to brainstorm and plan the key elements of a flash fiction text: ______ / 5 TAKE IT WITH YOU
Does planning a text make writing it easier? If you have all the information you need before you start writing, then you can spend more time thinking about how to write and less time thinking about what to write. Try using a plan in another class this week.
Imaginative structures and features
Part A: Poems and song lyrics
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To understand the key structural elements and features of poetry and narrative writing
Poems and song lyrics are similar because they both use rhyme and rhythm. Poems and song lyrics also both use creative devices, which can be categorised as either sound devices or figurative devices
Some types of poems have strict rules about their structural elements and features (for example: a limerick is always five lines), while other poem types have no rules whatsoever!
1 The table below outlines the features of seven different types of poems. Match the poetry features to the technical names. The technical names are:
epic, ballad, limerick, sonnet, haiku, ode, elegy
Poetry features
Theme Structure
Love 14 lines
Nature Three-line stanza with five to seven syllables
Other features
Made famous by Shakespeare
Japanese poetry
Death Three parts: grief, praise, consolation Began as classical Greek literature; later became part of modern European literature
Comedy Five lines
Storytelling Four lines per stanza
Praise A huge difference in structure
Historical tales Each line ends in a dactyl (one long and two short syllables) followed by a spondee (two long syllables)
Uses an AABBA rhyme scheme; has a clear rhythm
Uses an ABAB or ABCB rhyme scheme
Historically were sung; highly lyrical
Includes a long narrative of historical events
Technical names of poetry
Haiku Sonnet
Elegy
Limerick
Ode Ballad
Epic
2 Categorise each of the devices below as either a sound device or a figurative device.
A story can involve any combination of the following elements:
• point of view or narrative perspective (first, second, or third person: limited or omniscient)
• tense (past, present, or future)
• structure (the story arc).
Longer narratives (such as novels) often follow a traditional story arc (orientation, complication, climax, resolution). In contrast, short stories often jump straight to the complication and use a twist ending or a cliffhanger as the resolution. It can seem like short stories are missing a lot of narrative, but this is exactly the point of a short story: to show a moment in time that makes the reader think about all the unanswered questions.
3 Match each of the different types of narrative structure below with its definition in the table. linear, parallel, cliffhanger ending, circular, flash back or flash forward, interactive
Narrative structure Description
Linear
Flash back or flash forward
Parallel Interactive
Circular
Cliffhanger ending
The narrative tells the story from start to finish in chronological order.
The narrative is non-linear and jumps forwards or backwards between time periods.
The narrative allows the reader to make choices that impact or influence the story.
The narrative involves two different, but related, stories that occur at the same time; the narrative jumps between each story.
The narrative finishes where it began; this is often achieved with a repeated phrase.
The narrative involves an ending that is unresolved and open to interpretation.
4 What is the narrative structure of the anchor text?
The anchor text has a linear narrative structure with a cliffhanger ending.
5 Consider the narrative structure of the anchor text. What impact does this have on the story?
The linear narrative structure allows the reader to follow the action as it happens, which gives the story immediacy and drama. This is enhanced by the cliffhanger ending, which surprises the reader and leaves them guessing.
6 What is the narrative perspective of the anchor text?
The narrative perspective of the anchor text is the first-person perspective.
7 What narrative structure and narrative perspective does your flash fiction use?
Answers will vary depending on the student’s choice.
8 Return to your flash fiction draft. Could you use a different narrative structure or narrative perspective? Would this make your story more powerful or interesting? Try writing your flash fiction story using a different structure or narrative perspective and choose which version is stronger.
I understand the key structural elements and features of poetry and narrative writing: ______ / 5 TAKE IT WITH YOU
Can you find imaginative structural elements and features in non-fiction texts from other classes? Although a textbook doesn’t follow a story arc or look like a poem, it can use creative language to describe ideas and often has a beginning, a middle, and an end.
Imaginative vocabulary
Part A: Sensory language
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To understand how to use sensory and figurative language to bring writing to life
Many authors use sensory language to help their readers to escape into the worlds created by their narratives. This technique guides readers to hear, see, feel, smell, and taste what is happening in the story. Sensory language is composed using descriptive words (either adjectives or adverbs).
1 Which sense does each of the words below relate to? Write the words in the table.
2 a Highlight the sensory language in the anchor text. Label which senses the text evokes.
b The author of the anchor text does a great job of making the reader see, hear, smell, touch, and taste the narrator’s experience in the plane. Find examples in the text where the reader: i sees the action ii hears the action iii smells the action
‘The aisles are incredibly cramped’
‘the engines howl’
‘a strong, musky odour’
iv touches the action
v tastes the action
‘My shoulders brush against other commuters’
‘what I had for dinner’
3 Read ‘Show, don’t tell’ (page 178). Using sensory language, revise the sentences below so they show, rather than tell, the reader what is happening.
a I was so angry I couldn’t speak.
My voice stuck in my throat as a hot redness slowly rose through my head.
b I bit my tongue to stop myself from screaming.
I felt blood in my mouth as I swallowed the scream trying to escape my chest.
Part B: Figurative language
We can show the meaning of something without saying it directly. The technical term for this is figurative language. This language device brings texts to life. It also helps to guide readers to think about what a text is saying in a different way (for example, by creating an image in a reader’s mind).
There are many different types of figurative language, including:
• similes: these compare one thing to another by using ‘like’ or ‘as’
For example: The air was as cold as ice.
• onomatopoeia: this is where a word sounds like what is being described; onomatopoeia can be a real word, a made-up word, or just letters to mimic a sound
For example: Snap, brrrroom, thud
• personification: this is when an inanimate object is described as having human characteristics For example: The leaves danced.
• hyperbole: this is when something is exaggerated beyond reality to emphasise something. For example: I’m starving.
4 In the table, match each example with one of the types of figurative language listed below. simile, hyperbole, onomatopoeia, personification
Figurative language
Personification
Hyperbole
Simile
Onomatopoeia
Example
The plane swam through the clouds. That’s hotter than the sun! It sparkled like diamonds. The howls and whistles became louder.
5 a Highlight and label an example each of a similie, hyperbole, onomatopoeia, and personification in the anchor text.
b Record an example of each type of figurative language from the anchor text below.
i Personification
ii Hyperbole
iii Simile
‘the smell consumes me’
‘I have been walking for an eternity’
‘like a pack of horses in the race of their life’
iv Onomatopoeia
‘jolt’, ‘gasp’, ‘pounds’, ‘thud’
6 Revise the following sentences to use the type of figurative language in bold.
a Personification: The car needed to be washed.
The car screamed to be washed.
b Hyperbole: They had a lot of things to do today.
They had one million things to do today.
c Onomatopoeia: The twig broke as I stepped on it.
The twig snapped as I stepped on it.
d Simile: He was so quiet.
He was as quiet as a mouse.
7 Return to your flash fiction draft. Revise your draft to use sensory language to show rather than tell your reader what is happening. What types of figurative language are you using in your story?
Can you find other places to include figurative language to make your story more engaging?
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I understand how to use sensory and figurative language to bring writing to life: ______ / 5 TAKE IT WITH YOU
How many examples of sensory and figurative language can you find in other texts this week? You might notice these types of language in advertisements, in descriptive texts, or in the way your teachers explain ideas to you in other classes.
Imaginative syntax
Part A: Noun phrases
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RATEGY
Connect with the function of the sentence part.
To learn how to identify noun and verb phrases in imaginative writing
A noun phrase (or a noun group) is a group of words that provide information about a noun. As shown in the table below, noun phrases can be placed before or after a noun. Noun phrases can also be complex
Type of noun phrase
Example (the noun is bold; the noun phrase is underlined)
What the noun phrase is telling us about the noun
A noun phrase can come before a noun a terrifying experience What type of experience
A noun phrase can come after a noun the plane in the sky Where the plane was
A complex noun phrase includes multiple phrases in one sentence their plane with a red emblem, which was stuck in transit Whose plane it was What the plane looked like Which plane it was
Noun phrases can be made up of one or more modifiers. A modifier can be an adjective, or a determiner, or a preposition. The more complex a noun phrase, the more descriptive it becomes. Being able to recognise noun phrases will help you to unpack sentences so you can deeply understand them.
1 Underline the noun phrase/s in the following sentences. The noun has been bolded for you.
a The frightened, young passenger tried to run.
b The pilot of the plane was early.
c A calm attendant who was ready for anything stood at the entrance.
2 The quote below is from the anchor text. Use the noun phrases in this quote to help you answer the following questions about the anchor text
‘The aisles are incredibly cramped with sweaty bodies jostling, pushing, tugging, and squirming.’
a The aisles are incredibly what?
Cramped
b What are the aisles cramped with?
c What are the bodies doing?
Sweaty bodies
3 Re-read paragraphs six and seven of the anchor text. In these paragraphs, which noun phrase/s are used to modify (or describe) the following nouns?
a A ‘tap’
b The ‘engines’
c The ‘plane’
‘the belly’ ‘howl’ ‘light … on my shoulder’ Jostling, pushing, tugging, and squirming
Part B: Verb phrases
A verb phrase (or a verb group) is a word or group of words that describe or explain a verb. Verb phrases explain when, where, why, and/or how the action has happened.
Type of verb phrase
Example (the verb is bold; the verb phrase is underlined)
A verb phrase can come before a verb will softly thud
A verb phrase can come after a verb thuds in my chest
A complex verb phrase includes multiple phrases in one sentence immediately thuds in panic, throughout my body
What the verb phrase is telling us about the verb
How it thudded
Where it thuds
When it thuds
Why it thuds
Where it thuds
4 Underline the verb phrase/s in the following sentences. Identify whether the function of each verb phrase is to explain when, where, why, or how. The verb has been bolded for you.
a They arrived in the morning.
b The air felt icily cold.
c Between the clouds the plane flew
d He was scared of flying.
5 For each of the following phrases from the anchor text:
• Circle the verb.
• Underline the verb phrase.
• Identify whether the verb phrase is explaining when, where, why, and/or how.
a ‘I stare out the window with growing disbelief.’
b ‘She looks into my eyes …’
c ‘She walks away as the wheels start rolling …’
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Where and how
Where and when
6 Identify the verb phrase/s in the anchor text that are used to modify (or describe) the verbs in bold.
a How does he sigh?
b Where does he stare?
c Why does he try to close his eyes?
7 Return to your flash fiction draft. Look at the nouns and verbs you have used. How are they described? Can you describe them differently? You don’t need phrases to describe every noun and verb; however, using some noun phrases and verb phrases can add colour and sophistication to your writing.
I know how to identify noun and verb phrases in imaginative writing: ______ / 5
How many noun phrases and verb phrases can you identify in a text you are reading for another class? Too many to count, perhaps! Next time you are struggling with a text, take note of how groups of words work together as a phrase; this can help you simplify complex sentences.
TAKE IT WITH YOU ‘to shut out the chaos’ ‘out the window’ ‘of slight relief’
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Imaginative punctuation
Part A: Ellipses and dashes
http://mea.digital/ CL1_3_6
To understand how to correctly punctuate my imaginative writing
Authors of imaginative texts use punctuation, such as ellipses and dashes, to create pauses in their writing. This could be a pause in the action or a pause in a person’s thoughts or speech.
1 Match each punctuation mark below with its definition in the table. Then, write each punctuation mark in the ‘What it looks like’ column.
ellipsis, comma, full stop, dash
Punctuation name
What it looks like
Ellipsis – Dash . Full stop
Definition
Ends a sentence flatly
Suggests an interruption of thought, or a change in direction
Indicates something has purposefully been left out
Separates phrases or items in a list
2 a In the anchor text, highlight and label an example of a full stop, a dash, an ellipsis, and a comma.
b Choose a different example of a full stop, a dash, an ellipsis, and a comma from the anchor text Record these examples below with an excerpt of the sentence.
‘The wing is on fire.’ , Comma
For example: A full stop: ‘the scene aggressively hits me.’
i ii , iii –
‘People are screaming, babies crying, flight attendants shouting’
‘as if I was looking through a fish lens –’
3 How can punctuation be used for effect? Experiment with the sentence below by adding different punctuation; make sure it still makes sense! Write as many examples of this sentence with alternative punctuation as you can.
Sentence: ‘No I’m not ok.’
No … I’m not ok. No! I’m not ok … No, I’m not. Ok? No? I’m not ok!
Part B: Punctuation for dialogue
When punctuating dialogue, you need to understand dialogue and speech tags:
• dialogue is what a person says: there are always quotation marks at the start and the end of dialogue
• speech tags indicate who is talking: speech tags can go before, in between, or after the dialogue.
Page 188 Types of punctuation
Connect the punctuation to what is being said.
49
Punctuating dialogue rules
Rule A If the speech tag is before the dialogue …
Rule B If the speech tag is after the dialogue …
Rule C If the speech tag is between the dialogue …
Put the comma directly after the speech tag. Put the quotation marks around the dialogue with a full stop at the end inside the quotation marks.
Put a comma directly after the dialogue. Place the comma inside the quotation marks. Put a full stop after the speech tag.
Examples
Kenzo said, ‘I know exactly where to go from here.’
‘I know where to go,’ Kenzo said.
Follow both rules A and B. ‘I know,’ said Kenzo, ‘exactly where to go.’
4 In the anchor text, dialogue is presented in different ways.
a Identify an example of where dialogue rule C is used in the anchor text.
‘Sir,’ said the flight attendant, ‘can you please put the blind up?’
b Why is there no speech tag attached to the dialogue in paragraph two?
Because the reader is familiar with what flight attendants say on planes, so they can infer who is speaking.
c It is the author’s choice to use dialogue. Why do you think there is not a lot of dialogue in the anchor text?
Because the focus of the story is what the narrator is thinking and feeling.
d Why are italics rather than quotation marks used to show dialogue in paragraphs four and five?
Italics are used because this dialogue is not spoken out loud; rather, this is what the narrator is thinking.
5 Punctuate the following sentences.
a Zack cheered This is the best day ever
b Maybe we can come back later considered Axel
c So asked Milla what’s next
6 Return to your flash fiction draft. Are there pauses in your story? Can you make these clearer by using ellipses? Have you used dialogue in your story? Make sure you have punctuated the dialogue correctly. If your story doesn’t have any dialogue, consider if adding dialogue would improve your story.
I understand how to correctly punctuate my imaginative writing: ______ / 5
Stop and notice, not just the words you are choosing, but the punctuation you are selecting. What choices can you make about the punctuation you use in other writing tasks in different classes?
TAKE IT WITH YOU ?“ ‘ ‘ !’ ,’ ,’ ,’ ,’
http://mea.digital/ CL1_3_7
Imaginative spelling
To understand how spelling is based on sound–letter patterns, including the silent letter e
Part A: Spelling generalisations – understanding the silent e
The letter e is the most used letter in the English language. This is because it is used in many ways, including as a silent letter.
The main reasons a silent e is used in spelling are:
• the e indicates that a vowel is long (for example: dome, tame)
• English words don’t end in u, i, j, or v (for example: save, blue)
• every syllable must have a vowel (for example: bubble, metre)
• the e helps to clarify meaning (for example: by, bye – dens, dense)
• the e (or i or y) indicates that c is pronounced /s/ and g is pronounced /j/ (for example: peace, change).
1 In the table below, identify how the silent e is used in the words provided.
Words How the silent e is used hose, cake bounce, large leave, have marble, centre
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Spelling generalisations
The e indicates that a vowel is long.
The e indicates that the c is pronounced /s/ and the g is pronounced /j/.
The e is included because English words don’t end in u, i, j, or v.
The e is included because every syllable must have a vowel.
It is important to understand why an e is included in a word’s spelling because we need to drop the e when adding a vowel suffix only if it’s allowed by other spelling rules
2 Using this rule, work out whether to keep the silent e or not in the following word sums.
a Race + ing =
b Complete + ly =
c Excite + ed =
d Notice + able =
Noticeable Excited Completely Racing
e Sensible + ly =
f Outrage + ous =
Sensibly
Outrageous
3 In the anchor text, find words that have a silent e. Match these words with the rules in the table below. See how many words you can find to add to this table.
Rules about the silent e
The e indicates that c is pronounced /s/ and g is pronounced /j/.
The e indicates that a vowel is long.
English words don’t end in u or v.
The e helps to clarify meaning.
Every syllable must have a vowel.
Words that follow the rules
gentlemen, people stare, tense aggressively, have, movement scene, take, make, flames, smoke, fire, fine, smiles trudge, produce, race
Part B: Imaginative spelling
New words are being created all the time, and people continue to find untraditional ways to spell words for different reasons. Many authors create character or place names for their stories. It is important that any new word can be read and pronounced correctly. For example, setting your story in Zjsyienfislxi is not recommended because your readers will not be able to pronounce it!
4 a Have a go at pronouncing these words from three well-known imaginative languages.
Na’vi attack – ‘eko large – apxa lead – eyk Klingon Now! – DaH! hand – ghoptu enemy – jagh
Elvish tree – alda doom – amarth hurry – asca
b Which words did you find difficult to pronounce and why?
The students’ answers will vary. An example response: I found ghoptu the most difficult to pronounce because I didn’t know whether the g or h was silent or how to pronounce the u.
5 The anchor text uses Elvish words: putta means stop and sérë means peace in Elvish.
a How did you work out how to pronounce these unusual words?
I chunked together the parts of the words that looked familiar and pronounced these parts as I would if they were English words.
b How did you work out what these unusual words mean?
I looked at the context of the words. These unusual words are in the paragraph where the narrator is trying to calm himself, so I assumed these words mean ‘you’re fine’ in another language.
6 Have a go at making up the following words.
a A character’s name
b A location
Zarck Pynator
c A way to say, ‘No way!’
Rit waa!
7 Give your words to a friend to read aloud. Do they pronounce the words the way you intended? Why or why not?
The students’ answers will vary. An example response: My friend pronounced all the words the way I wanted them to, except for Pynator , where he pronounced a as /ay/ rather than /a/.
8 Return to your flash fiction draft. Revise your spelling. Have you used the silent letter e? Not all stories use imaginatively made-up words, but if your story does have any, does your spelling of these words support readers to be able to correctly pronounce these imaginative words?
I understand how spelling is based on sound–letter patterns, including the silent letter e: ______ / 5
Everything you read and write includes the letter e, and many of those are silent. How many can you notice today? Use the spelling generalisations to help you make informed spelling choices in other classes. Do the spelling generalisations always work?
TAKE IT WITH YOU
Imaginative speaking and listening
To understand imaginative performance texts http://mea.digital/
Part A: Scripts
A play or a film is written as a script before it is produced. A script includes dialogue for the characters and stage directions. These directions tell the actors how to speak and move and they describe the setting and atmosphere. Scripts have a very specific structure so the information can be easily understood.
1 Annotate the following script by highlighting, labelling, and describing the features below.
character name, setting, stage directions, character directions, dialogue, scene number, scene introduction, punctuation/emphasis, props
Identify and understand the pieces
Scene number
New scene; the order of scenes Setting Location and time of day: interior or exterior set
Character name Identifies who is to speak
Punctuation / emphasis
Clues to show how it is to be said
1. EXTERNAL. AIRPORT CARPARK. EARLY MORNING
Lowanna unpacks luggage from the car as Marli watches on, looking anxious.
LOWANNA
Did you remember to put your earphones in your hand luggage?
MARLI
Yes. (She looks at Lowanna confused) What?
LOWANNA (gently)
Your earphones. Are they in your hand luggage?
MARLI
Yes. Yes, they are in the front pocket. Lowanna puts the bags down and hugs Marli.
LOWANNA
I’m so proud of you for doing this. You know everything will be totally fine when you get there. You can tell me all about how amazing it was!
MARLI (uncertainly)
I know. I will …
A large, loud aeroplane suddenly roars across the sky above them. Lowanna and Marli look up and then at each other.
MARLI (CONT’D)
This is a terrible idea …
Scene introduction
Description of the setting and action as the scene fades in
Dialogue What is to be said
Character directions
Notes about how the actor should speak or move Stage directions Where the actor should move or actions they need to perform in between the dialogue
Props Objects essential for the scene
Part B: Performance poetry
There are many different styles and genres of poetry that can be performed. As a rule, performance poetry (also called spoken-word poetry) is written to be performed, not read. These texts can explore any theme or topic, but they are often inspired by cultural, social, and/or political events. Spoken-word poetry can also be about personal experiences and perspectives. Body language, gestures, facial expressions, and vocal expressions are all very important elements of performance poetry. It is the performance that brings a poem to life.
2 Watch the video of Sarah Kay performing one of her poems (http://mea.digital/CL_N8CF).
3 What is Sarah Kay’s poem about?
The poem is about Sarah Kay’s perception of the importance, beauty, and meaning of hands.
4 What ideas, perspectives, and emotions does Sarah Kay express in her performance?
Page 200
Voice and body language
E GY
Pause to wonder and connect.
5 Which literary and performance devices does Sarah Kay use?
Literary devices
For example: Rhyme
Rhythm Consonance
Assonance
Simile
Metaphor
Rhetorical question
Alliteration
Emotive language
Repetition
Exclusive language
Inclusive language
Performance devices
For example: Emphasis
Tone
Pace
Volume Expression
Facial expressions
Gestures
6 Choose one of the following poems (the poems are available via the QR code in the margin).
Rehearse the poem to ensure you convey the poet’s ideas, perspectives, and emotions. Perform the poem to your class.
• ‘Anger’
• ‘Loneliness’
TAKE IT WITH YOU Sarah Kay explains how important hands are: they show what type of person someone is, they connect people, they express how someone feels, and they make her feel confident and beautiful.
• ‘Fear’
• ‘Confusion’
I understand imaginative performance texts: ______ / 5
Do you enjoy poetry or plays? We often only come across these texts in creative classes, but these imaginative texts can be about any topic! Can you find a poem or play about a topic you are studying in another class?
Page 178
Literary and persuasive devices
Page 200
Voice and body language
http://mea.digital/ CL_3_8P
Teacher connections: Imaginative literacy
A sample lesson sequence for a 50-minute class
Timing Focus Actions Implementation guide
5 minutes Establish the learning intention and connect to the students’ prior knowledge
5 minutes Explicit teaching
• Read the learning intention and clarify the key terms.
• Draw connections to prior units, lessons, class learning, and life.
• Students document current and future learning.
• Watch the video.
• Read the workbook notes and clarify terms for Part A.
• Connect to the students’ prior learning.
• Students ask any questions they have.
5 minutes Collaborative learning
10 minutes Independent learning
• Complete the first part of each activity as a class.
• Students to complete the rest of each activity in pairs.
• Students complete the activities in Part A.
• Check their answers.
Before you teach
• Check the Literacy How-to links prior to teaching, particularly for the comprehension and syntax lessons.
Prior knowledge activation
• Complete a question building session: ask the students to write questions about the sub-headings and key technical words or concepts from each lesson; different students can categorise the questions and share the results.
• 3.0 Introduction:
– Before the students attempt Q1 and Q2, brainstorm key words to describe imaginative writing and the different types of imaginative writing.
• 3.1 Comprehension:
– Before the students answer Q1 and Q2, conduct a class discussion about the aspects of the narrative map.
• 3.2 Planning and writing:
– As a class, brainstorm the writing prompt for the students’ flash fiction stories, then allow the students to consolidate these ideas in their responses to Q1. Ask the students to share their responses to Q1 with the class.
– Note that the students will need more time for Part B of this lesson, so allocate class time appropriately.
• 3.3 Structures and features:
– If there is time, you can ask the students to research an example of the different types of poems to share with the class; although, you need time to complete Part B, so keep this in mind.
– The students may need examples or definitions of the sound and figurative devices before completing Q2; guide them to use the Literacy How-to section and see if they can complete the question independently before sharing their results with the class.
• 3.4 Vocabulary:
– Allow the students to complete Q1 independently and then get them to share their results and discuss different opinions as a class.
– Ask the students to share their different answers to Q2b.
– The students may benefit from seeing a worked example for Q3 before responding to this question.
Timing Focus Actions
Implementation guide
• 3.5 Syntax:
– The students may not have heard of noun phrases before; ensure to emphasise the simplicity of these phrases being the words that give us details.
– Q1 could be completed in pairs for support.
• 3.6 Punctuation:
– As a class, discuss punctuation for dialogue before the students complete Q1–Q3.
– Ask the students to share their responses to Q1–Q3 with the class and discuss.
• 3.7 Spelling:
– Allow time to discuss the main reasons for the silent e before students complete Q1: check the students’ prior knowledge before moving forward.
– For Q2, the students can refer to the Literacy How-to section to help them respond to this question.
– Ask the students to share their responses to Q3 with the class.
• 3.8 Speaking and listening:
– Class discussions about the features of scripts can be extended (or condensed depending on the time available).
5 minutes Explicit teaching
• Read the workbook notes and clarify terms for Part B.
• Connect to the students’ prior learning.
• Students ask any questions they have.
5 minutes Collaborative learning
10 minutes Independent learning
• Complete the first part of each activity as a class.
• Students to complete the rest of each activity in pairs.
• Students complete the activities in Part B.
• Check their answers.
• 3.0 Introduction:
– Read the anchor text aloud and allow the students to discuss their initial thoughts and feelings about the story. Allow the students to talk about what they liked and didn’t like, what they found interesting or confusing, and what it reminded them of.
– Note that we focus on what the story is about in the next lesson.
• 3.1 Comprehension:
– For Q3 and Q4, discuss the setting and messages aspects (respectively) of the narrative map as a class before the students complete these questions independently.
– Ask the students to share their final narrative maps with the class.
• 3.2 Planning and writing:
– The students’ stories need to be as simple as possible, so help them to narrow their ideas into a realistic plan.
– The students don’t have to complete Q2a–Q2e in order; allow them to start with the parts of the story they are confident in and build from there.
• 3.3 Structures and features:
– Students might complete Q3 in pairs before sharing their responses with the class and discussing the different types of narrative structure.
– Students may collaboratively discuss Q4–Q6 and then consolidate this discussion by answering Q7 independently.
• 3.4 Vocabulary:
– Once the students have confidently completed Q4, allow them to work through Q5 and Q6 independently before sharing their answers with the class or in small groups.
Timing Focus Actions Implementation guide
• 3.5 Syntax:
– As for noun phrases, the students may not have heard of verb phrases before; ensure to emphasise the simplicity of these phrases being the words that give us details.
• 3.6 Punctuation:
– Students will need time to work through Q4 to connect the anchor text to the activities. Students may want to highlight the commas, quotation marks, and full stops in the examples and connect these with how they are being used.
• 3.7 Spelling:
– Have some fun with Part B and draw from any students with experience in the languages.
– Allow time for the students to share and discuss their responses to Q6.
• 3.8 Speaking and listening:
– For Q5, check the students’ prior knowledge of literary and performance devices, and add levels of support if required. Guide the students to use the Literacy How-to section.
– The students can complete Q5 in small groups and then share their responses with the class so the whole class builds a comprehensive list.
– You will need another lesson for the students to rehearse and perform the poems (Q6); poems might be performed in small groups rather than individually.
5 minutes Reflection
• Connect the learning back to the learning intention.
• Were the students’ initial questions answered?
• What scores do the students give for their success and confidence in the lesson?
• Read ‘Take it with you’; can the students add other situations to which they might be able to apply their learning and understanding?
• Don’t sacrifice the reflection time to enable the students to complete the activities. Instead, prioritise the reflection as it can help the students to connect and transfer the skills covered to other areas.
• Establish and support the routine of students scoring their learning confidence at the end of each lesson.
• Allow the students to see and speak about the connections to other classes and situations; this will allow you to discover their interests and make future connections to other learning.
Variation A: Two 20-minute sessions to teach one lesson
Teach only Part A or Part B in one class and follow the sequence below. You will need to allow writing time between each lesson, so allocate an extra 20-minute block to complete each individual lesson.
Variation B: One 20-minute session to teach one lesson
The students could be asked to complete the writing revisions as homework or at another time. Explicit teaching would cover the entire lesson (Part A and Part B) before independent work. There would be little time for collaboration and sharing of results, but learning could be connected to mainstream teaching and learning to consolidate and extend.
A sample lesson sequence for a 20-minute class
Timing Focus Implementation guide
2 minutes Establish the learning intention and connect to the students’ prior knowledge
5 minutes Explicit teaching
10 minutes Independent learning
3 minutes Reflection
• Read the learning intention and clarify the key terms.
• Draw connections to prior units, class learning, and life.
• Watch the video.
• Read the workbook notes and clarify the key terms.
• Connect the students’ prior learning to the expectations of the current activity.
• Students complete the activities.
• Check their answers.
• Connect the learning back to the learning intention.
• What scores do the students give for their success and confidence in the lesson?
• Read ‘Take it with you’.
http://mea. digital/CL1_4_0
Informative literacy
Informative literacy is the ability to read, write, speak, and listen to non-fiction texts that provide facts about particular topics. Informative texts teach us about certain subjects and often use visual elements to help the reader’s learning. These texts usually use technical language (with explanations of the technical terms). To help the reader understand the information presented, these texts connect new facts to what we already know and understand. Informative text types include research reports, documentaries, podcasts, and textbooks.
Why do we create informative texts?
Informative texts are created to provide and explain specific information. These texts are made up of facts, rather than opinions, and use different types of evidence to prove that the information presented is accurate. Authors of informative texts complete extensive research before starting to write; they then bring their research and their understanding of the topic together into a written text.
1 What is informative writing?
Informative writing provides facts about a topic. An informative text tries to teach readers about a topic by explaining technical terms and using visuals. The authors of informative texts research their topics to make sure what they are writing is correct.
2 List some informative texts you might be asked to read, listen to, or write in different subjects.
Research projects, documentaries, textbooks, and non-fiction books from the library
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3 Read the anchor text. This text is a model that will help you to ‘anchor’ your learning as you complete the activities in this unit. It will also assist you to draft your own informative text. The anchor text was written by a student, just like you.
Rate my confidence
At the end of each lesson, you will rate how confident you are about your progress through the unit. Be as honest as you can; it’s your learning!
4 How confident do you currently feel about reading, writing, speaking, and listening to informative texts? Give yourself a confidence score out of five. Come back at the end of the unit to score your learning confidence again.
Anchor text Information report
Acid
rain
What is acid rain?
Acid rain is acidic rainfall. This means the rain contains dangerous chemicals. Acid rain is caused by the release of toxic chemicals such as sulphur and nitrogen. Fossil fuels, rotting plants, and erupting volcanoes are some things that release the chemicals that cause acid rain. Although referred to as acid rain, the process also includes snow, fog, and hail. Acid rain is a problem all over the world, not just where it rains, because acidic gases are released. This causes air pollution, which can travel by wind to other nearby countries. Though luckily there is a very low amount of acid rain in Australia.
Acid rain on the pH scale
A pH scale is used to show the acidity of an aqueous solution. Acidity is the amount of acid in a substance. An aqueous solution is a solution that can dissolve in water. A pH scale ranges from 0–14. A pH of 7 is neutral, below 7 is acidic and above 7 is alkaline. Acid rain on the pH scale is measured at a pH of 4.3. Normal rain is measured at a pH of 5.6.
Effects of acid rain
Acid rain has a big impact on forests, bodies of water, soil, and buildings. A long-term effect of acid rain is corrosion. This is when metal structures wear down over time. Weathering is also a big issue as it breaks down rocks and minerals. This can most often be seen in statues. Both corrosion and weathering impact human health as these chemicals are dangerous for humans to get in their system. Acid rain also can kill animals and plants.
How to stop and avoid causing acid rain
Acid rain is both naturally occurring and man-made. There is no way to stop it naturally occurring, however, it can be minimised by burning fewer fossil fuels, and using less transportation. Being aware of acid rain and helping to protect communities and wildlife is the best way to reduce the impact of acid rain.
Bibliography
Sub heading
Present tense
Comma to separate clauses Greek origin: uses ‘ph’ for /f/ Formal register a harmful substance in the air
Comma to separate clauses
Technical word
• https://www.epa.gov
Student author: Genevieve Le
• https://www.nationalgeographic.com
Technical language
Technical language explained Third‑person voice (no personal pronouns)
Technical word
Technical word Technical words
Bibliography
http://mea.digital/ CL1_4_A
The pH scale The scale
Figure 2: Water evaporates and combines with chemicals in the atmosphere before returning to the ground in rain.
Figure 1: Acids and alkalis
Informative comprehension
Part A: Summarising and synthesising
http://mea.digital/ CL1_4_1
164
Comprehension strategies
71
To learn how to summarise and synthesise informative texts
Summarising means writing an outline or overview of the main points of a text. Synthesising is the process of taking multiple points and bringing them together into one idea. You need to understand a text very well to identify and connect the main ideas. Before you can start writing an informative text, you need to research the topic; this involves summarising and synthesising other texts.
1 Number the paragraphs in the anchor text. This will make it easier to identify the different parts of the text.
2 Summarise the main points in the anchor text by answering the following questions.
a What is acid rain?
Acid rain is snow, fog, hail, and rain that contains dangerous chemicals.
b What causes acid rain?
Acid rain is caused by chemicals (sulphur and nitrogen) being released into the air
c How is the acidity of rain measured?
The acidity of rain is measured using a pH scale, which ranges from 0–14. Acid rain has a pH of 4.3; normal rain has a pH of 5.6.
d What are some of the effects of acid rain?
Two major effects of acid rain are corrosion and weathering. Both these effects can negatively impact the health of humans, animals, and plants.
e How can we stop acid rain?
We can’t stop acid rain occurring naturally, but we can try to stop man-made acid rain by burning fewer fossil fuels and reducing our use of petrol vehicles.
3 Synthesise your answers from Question 2 and write a short paragraph that summarises the information in the anchor text about acid rain.
Acid rain is snow, fog, hail, and rain that contains dangerous chemicals. It is caused by chemicals being released into the air. The acidity of rain is measured using a pH scale; acid rain has a pH of 4.3. Corrosion and weathering are two major effects of acid rain. These both can harm humans, animals, and plants. We can’t stop acid rain from occurring naturally, but we can try to stop manmade acid rain by burning fewer fossil fuels and reducing our use of petrol vehicles.
Part B: Note-making and note-taking
When researching a topic, you should focus on reading what other people have already written. The tricky part is clearly synthesising and summarising what someone else has said. Knowing when to copy direct quotes and when (and how) to paraphrase ideas is a skill that is worth spending time to develop.
The first step is to know the difference between note making and note taking:
• Note-taking is copying someone else’s words exactly. Note taking is fast and accurate, but sometimes we can copy too many notes, which doesn’t help us synthesise the information.
• Note-making is using your own words to describe what you are reading. Your notes may include keywords, links between ideas, and questions to look into later. Note making is slow and can sometimes be less accurate than note taking, but it means you are already processing and synthesising the information, which makes it much easier to turn the ideas into a personal response.
4 Your writing task for this unit is to write an information report about a natural disaster. Before you begin to draft your report, you need to complete some research and write research notes. Use the ‘research notes table’ on page 88 to practise note-taking (in the ‘quote I might want to include’ box) and note-making (in the other boxes).
I know how to summarise and synthesise informative texts: ______ / 5
Next time you’re asked to summarise something in another class, try including parts from different paragraphs (or different texts). How many keywords can you use to help you build your next summary?
TAKE IT WITH YOU
Skim and scan the text for specific information.
STRAT E GY Page 89
Informative planning and writing
Part A: Categorising information
To understand how to research, plan, and draft an information report
One way to synthesise information is to group together similar elements. This allows you to categorise the information, which makes it easier to write a clear explanation of the facts. Categorising information also helps you to not fall into the trap of repeating yourself or jumping from one idea to another idea and back again.
Your writing task for this unit is to write an information report about a natural disaster.
You can use the natural disaster that you started researching in 4.1.
1 Use the notes you wrote in the ‘research notes table’ on page 88 and the ‘category table’ on page 75 to plan your information report. Follow the steps below to draft your plan:
a Group the information in your notes into categories such as the natural disaster’s description, features, causes, effects, and prevention.
b Determine which categories you are going to focus on in your report and write these in the category column in the category table.
c From your notes, select the key information about each category and write these facts as dot points in the key information column.
d Think about how you are going to order the information in your report. Are you going to follow the order of the information as set out in the category table? Or will the report flow better if the information is in a different order? Number the order of the information in the first column of the category table.
Part B: Developing your plan
You have created a plan about what you are going to write about. However, before you can start writing, you need to decide how you are going to write your report.
2 Sub-headings: Are your category titles going to be the sub-headings in your report or will these headings be different? Write your sub-headings in the category column of the category table.
3 Visuals: What visuals are you going to include in your report? Exactly where in your report will these visuals be placed? Write this information as dot points in the visuals column of the category table.
4 Format: Decide how you are going to present your report. Is your report going to be typed text (similar to the anchor text), or would a poster or infographic be a better way to present the information?
5 Using the anchor text as a model, and your plan, write a draft of your information report. You can write your draft in the writing pages at the end of this unit. We will continue to revise your report throughout the unit, so for now, write the first draft, knowing it doesn’t have to be perfect because you will revise it later.
Category table
Natural disaster:
Category
1 Description
Key information
Visuals Order
• Tsunamis are waves that come from the sea floor.
• Tsunamis are not tidal waves
Yes: a photo of a tsunami
2 Causes of creation
3 Consequences
• Earthquakes
• Landslides
• Volcanoes
• Meteorites
4 Local threat
• Can severely damage coastal areas and endanger human life
• However, most waves have no negative impact on coastal areas.
Yes: a diagram showing how an undersea earthquake shifts the ocean floor, causing a tsunami
• Tsunamis have occurred in Australia in the past, but they have been relatively small and haven’t caused major flooding or damage.
• It is unlikely that a tsunami will severely damage an Australian coastline in the future.
Yes: a photo depicting the devastating effect a tsunami can have on a coastal area
What other information can you bundle and group in other classes? Does this make summarising a text easier?
No
Page 167 Brainstorming, researching, and planning
I understand how to research, plan, and draft an information report: ______ / 5 TAKE IT WITH YOU
Tsunamis
http://mea.digital/ CL1_4_3
Informative structures and features
Part A: Non-fiction texts
To understand the key structural elements and features of an information report
We read non fiction texts very differently to the way we read fiction texts. We don’t have to read non fiction texts in order; we often skim and scan the text looking for specific information. We also spend time re reading particular sections and flicking between pages to connect ideas across the text. Because of the way we read and use non fiction texts, it is very important that we understand the common structural elements and features of these text types. This makes it easier for us to read, understand, and find the information we are looking for in these texts.
1 Three common features of non-fiction texts are listed in the table below. Explain where each feature can be found in a non-fiction text and how readers use the feature.
Feature Where is the feature placed in a non-fiction text?
Contents page
Index
Glossary
At the start of the book
At the end of the book
At the end of the book
How do readers use the feature?
Readers use a contents page to look up specific information and to find out on which page that information is located.
Readers use an index to look up specific topics from the text and to find out on which pages those topics are discussed.
Readers use a glossary to look up definitions of technical words that have been used in the text.
RATEGY
2 Explain the function of each feature (What does it do? What does it tell the reader?) on this page from a non-fiction text. Identify and understand the pieces of the text.
a The bold text
The bold text highlights key words that are in the glossary.
b The page heading
The page heading tells the reader what information is included in that section of the book.
c The source captions
Each source caption provides a short explanation of what the diagram, or map, or picture is showing.
d The page numbers
The page numbers indicate which page of the text the information is on.
3 What other features might you find in non-fiction texts?
An information report provides facts about a topic. It does not include any opinions. Although there are different ways to present these text types, most reports have three main sections:
• a classification: a brief overview or definition of the topic (who, what, when, and where)
• a description: the key details and information related to the topic (facts, features, causes)
• a concluding statement: an overview of the information and what we could or should do with the information in the report.
The most common structural elements and features of an information report are:
• structural elements: a title, sub headings, visuals, and a bibliography
• language features: technical language is used and explained; written in the present tense; the third person voice is used (no personal pronouns); and written in a formal register (an academic voice).
4 In the anchor text, label the three sections of the information report.
5 Refer to the structural elements and language features above. Highlight and label one example of each of these elements and features in the anchor text.
6 Return to the draft of your information report. Write a classification paragraph by answering the following questions (in the writing pages) and then turning the answers into the first paragraph of your report.
a Describe the natural disaster.
b How does the natural disaster occur?
c Why is the natural disaster dangerous?
7 Build a concluding statement by answering the following questions (in the writing pages) and then turning the answers into the last paragraph of your report.
a What is the most important fact to remember about the natural disaster?
b How can we help communities affected by the natural disaster?
8 Work through the list of common structural elements and features of an information report. Have you included all these in your report? Are there any other non-fiction features you would like to use in your information report?
I understand the key structural elements and features of an information report: ______ / 5 TAKE
You will come across non-fiction texts in all your classes. How many of these texts have similar features? How does noticing these similarities make understanding the texts easier?
Informative vocabulary
Part A: Modifiers
http://mea.digital/ CL1_4_4
To understand and use descriptive and technical language in informative writing
When we add detail to a noun (the subject) or a verb (the predicate) we are modifying the word. In this way, modifiers are all the words that give us information about a noun or a verb. It is particularly important to notice modifiers in information texts because they provide the specific details about the topic. Many modifiers are adjectives and adverbs.
Adjectives are words that describe nouns.
Adjectives can show … Example
Adjectives can show … Example what a noun looks like the invisible chemical what kind of noun it is the toxic chemical how many nouns there are two chemicals whose noun it is Ricard’s chemical which noun it is this chemical
Adverbs are words that describe verbs, adjectives, clauses, and other adverbs.
Adverbs can show … Example
Adverbs can show … Example manner (how a verb acts) evaporates quickly place (where a verb takes place) evaporates next to time (when a verb takes place) evaporates now degree (how much or how often) entirely evaporates
1 In the phrases below, the modifiers provide specific information about volcanoes. Use the following words to show what we learn about volcanoes through the modifiers:
• match how, when, where, or how often with each adverb to show what the adverb is doing
• match how many, which, qualities, or appearance with each adjective to show what the adjectives are doing.
how, when, where, how often how many, which, qualities, appearance
a Powerfully erupts
b Suddenly erupts
c Erupts over
d Always erupts
e The tall volcano
f The second volcano
g The ancient volcano
h The Italian volcano
2 Look at the following excerpts from the anchor text. How does each modifier help us understand the facts?
a ‘acidic rainfall’
b ‘big impact’
The modifier tells us the type of rainfall.
The modifier tells us how much impact.
c ‘naturally occurring’
d ‘acid rain in Australia’
The modifier tells us how it occurs.
The modifier tells us where the acid rain happens.
Adjectives are often placed before a noun, but with the help of a linking verb they can also come after a noun.
For example: Volcanoes are dangerous.
Noun Linking verb Adjective
3 Underline the adjective that is modifying ‘volcano’ in the following sentences.
a The volcano was exploding.
b Before erupting, the volcano seemed harmless.
c Then the volcano changes in appearance and temperature.
Adverbs can modify more than just verbs.
Determiner Adjective
For example: The suddenly quiet volcano shifted.
Adverb
Verb
4 Underline the adverb that is modifying the bolded adjective in the following sentences.
a The currently tired community had no time to rest. b The volcano was very powerful.
c The rarely active volcano suddenly erupted.
Part B: Technical vocabulary
Technical words are used in specific texts; they are not words that we generally use every day. Unlike academic words, technical words usually don’t have synonyms. Non fiction texts do not assume a reader knows the meaning of technical words. These words are explained within the text, or they are bolded and defined in a glossary.
Technical words can be defined.
For example: A volcano is an opening in Earth’s crust where lava, ash, and gases can escape.
Technical language
Or, technical words can be described
Technical language
For example: Lava, ash, and gases escape a volcano through its opening in Earth’s crust.
Definition Description Noun
5 a Write a sentence that defines the technical term ‘natural disaster’.
A natural disaster is a weather event that causes great damage and/or loss of life.
b Write a sentence that describes what a natural disaster is by using modifiers.
A weather event that turns into a natural disaster can cause great damage and/or loss of life.
6 In each paragraph of the anchor text, highlight at least one technical word.
7 In the anchor text, is the technical term ‘aqueous solution’ defined or described?
8 In the anchor text, is the technical term ‘weathering’ defined or described?
Defined
Described
9 ‘Air pollution’ is a technical term that is not defined in the anchor text. Look up the definition of ‘air pollution’ and revise the anchor text to either define or describe the meaning of this term.
10 Return to the draft of your information report. Identify the technical language in your report. Revise your draft to define and describe (using modifiers!) the technical language more specifically.
I understand and can use descriptive and technical language in informative writing: ______ / 5
Find where and how a technical word is explained in another text this week. Do you find descriptive or defined words easier to understand? Noticing the difference is sometimes enough to help you better understand the words.
TAKE IT WITH YOU
Informative syntax
Part A: Clauses
To understand how phrases and clauses work in sentences
Every sentence needs a subject (a noun) that is who or what the sentence is about, and a predicate (a verb) that shows what is happening. Sentences can be broken up into clauses and phrases:
• a clause always contains both a subject and a predicate
For example: The tornado destroyed
• a phrase contains a subject or a predicate.
For example: The destructive path
There are two types of clauses:
• an independent clause: this clause can stand alone as its own sentence
For example: The tornado destroyed the town.
• a dependent clause: this clause cannot stand alone because it contains a conjunction; therefore, a dependent clause must be attached to an independent clause.
For example: While the people slept, the tornado destroyed the town.
1 a In the table below, there are eight dependent clauses. In these clauses, highlight the subject in one colour and the predicate in another colour.
b Complete the table by identifying the word (the conjunction) that is causing each clause to be dependent.
Dependent clause Word (conjunction) causing the clause to be dependent
Although tornados produce an updraft Although
Because tornadoes are made of wind
Since tornadoes occur mainly in remote areas
As tornadoes happen with severe thunderstorms
Dependent clause Word (conjunction) causing the clause to be dependent
Until key conditions are in place
While there is no defined tornado season
Once a tornado starts
Before the tornado begins
2 In each of the following sentences from the anchor text, circle the subordinate conjunction and underline the dependent clause.
a ‘Although referred to as acid rain, the process also includes snow, fog, and hail.’
b ‘This causes air pollution, which can travel by wind to other nearby countries.’
c ‘There is no way to stop it naturally occurring; however, it can be minimised by burning fewer fossil fuels.’
Part B: Correcting fragments
Phrases and dependent clauses are valuable tools for a writer. However, if they are not used correctly, they can easily result in fragments. A fragment is an incomplete sentence that:
• does not have a subject (a noun) or
• does not have a predicate (a verb) or
• is a dependent clause that is not connected to an independent clause.
3 In the table below, there are eight fragments. Identify what each fragment is missing: either the subject or the predicate or the independent clause
Fragment
Occur in many parts of the world
Estimate the wind speeds
Experts the damage it caused
Before determining the strength of a tornado
Missing element
Don’t fully understand tornadoes
The most destructive tornadoes
While a wall cloud is an isolated cloud
Even if they have a funnel
4 In the complex sentence below, there are four main clauses.
The independent clause The independent clause
a Number the clauses. b Circle the subject and underline the predicate in each clause.
The independent clause The predicate The predicate The subject The subject The subject 4 3 2 1
A tornado is a violent rotating column of air and it extends from a thunderstorm to the ground, while a hurricane is a storm that begins over a tropical ocean and it can be hundreds of miles long.
c Why would you create a fragment if you turned the comma into a full stop?
Because ‘while’ makes the third and fourth clauses dependent.
5 The sentence below is a fragment because the first and final clause both use conjunctions. Circle the conjunctions and then revise the sentence by deleting one.
Although hurricanes and tornadoes have very little in common, apart from being rotating storms that cause destruction, even so they are often seen together.
Answers can delete either ‘although’ or ‘even so’.
6 Return to the draft of your information report. Experiment with adding different types of phrases or dependent clauses to your report. Make sure you check your draft for fragments!
Find some dependent clauses in other texts this week. You will find them everywhere, so keep an eye out for those conjunctions! I understand how phrases and clauses work in sentences: ______ / 5
TAKE IT WITH YOU
Informative punctuation
Part A: Commas
To understand how a comma is a powerful tool that can create meaning in a text
The comma is one of the most common and misunderstood punctuation marks. The comma has several functions including:
• indicating a slight pause
http://mea.digital/ CL1_4_6 , , , , , ,
• separating different parts of a list or sentence
• providing clarity around confusing clauses
• acting like brackets
• influencing quotations and dialogue.
1 There is only one difference between the two sentences below: one has a comma and one does not. Explain how the comma changes the meaning of the sentence.
I like cooking, my family and my pets. I like cooking my family and pets.
The meaning of the sentence with the comma is that the subject likes their family, their pets, and cooking; this is a list of things they like; whereas the sentence without a comma is a description of the ingredients they like to use in their cooking.
Part B: Commas in lists
One main function of a comma is to separate items in a list of three or more things. For example: Earthquakes can happen anywhere in the world including New Zealand, Vanuatu, Japan, and the Americas.
2 Identify three examples of where the anchor text uses commas to separate a list of words or phrases.
‘Fossil fuels, rotting plants, and erupting volcanoes are some things that release the chemicals …’ ‘the process also includes snow, fog, and hail’ ‘Acid rain has a big impact on forests, bodies of water, soil, and buildings.’
3 Place commas in the following sentences.
a Geoscience Australia gives earthquake risk information by developing data increasing understanding and providing monitoring.
b A seismometer is used to locate an earthquake by showing the latitude longitude and depth below the surface.
c The Australian National Seismograph Network monitors worldwide data in real-time 24 hours a day seven days a week.
Part C: Commas for clauses
A comma can show a reader that there is a brief pause between different ideas. This is very important when separating a dependent clause from an independent clause (only when the dependent clause comes before the independent clause).
For example: If an undersea earthquake occurs near a town, it can cause a devastating tsunami.
An undersea earthquake can cause a devastating tsunami if it occurs near a town.
4 In each sentence below, a dependent clause is placed before an independent clause. In each sentence, determine where the dependent clause ends and add the necessary comma.
a While the intensity of an earthquake refers to the level of ground shaking the magnitude refers to the energy released.
b Although earthquakes can be felt over large areas they usually last less than one minute.
c When the force of tectonic plates moving is large enough Earth’s crust is forced to break.
5 Why is it important to use a comma to separate a dependent clause from an independent clause when the dependent clause is placed at the start of a sentence but not when it is at the end?
A dependent clause is easy to see and recognise when it is placed after an independent clause because the subordinate conjunction at the start of the dependent clause flags where one clause finishes and the other begins. However, when a dependent clause is placed before an independent clause, it is more difficult to work out where the clauses start and end. This is why it’s important to use a comma to separate the clauses when they are set in this order. , , ,
6 In the anchor text, highlight and label two examples of commas that separate dependent clauses from independent clauses.
7 Read the following sentences and decide if and where they require commas.
a Approximately 100 magnitude three earthquakes are recorded in Australia every year while every two years there might be a magnitude five earthquake and every 10 years there might be a magnitude six or above.
b Earthquakes can be an early warning of volcanic eruptions because they can be caused by tectonic faults and movement of magma.
c There are four major types of faults: dip-slip normal dip-slip reverse strike through and oblique-slip.
d When plates crash together pull apart or sideswipe each other it commonly results in an earthquake.
8 Return to the draft of your information report. Where and how have you used commas in your report? Are they helping your reader understand what you are trying to say?
I understand how a comma is a powerful tool that can create meaning in a text: ______ / 5
Notice commas in different sentences you read in other classes. Why are they there? How do they help you understand the meaning of the sentence?
TAKE IT WITH YOU , , , , , , ,
Informative spelling
Part A: Multisyllabic spelling
http://mea.digital/ CL1_4_7
195 Bases and affixes
Consider the meaning and pronunciation of familiar parts of the word.
To understand the spelling of technical words
‘Multisyllabic spelling’ simply means spelling words that have more than one syllable. Many technical words in informative texts have three or more syllables. This is because technical language generally comes from Latin or Greek and uses affixes to show meaning. Because technical words are often so long, they can seem intimidating to spell. However, if we break up technical words into smaller parts, they are often easier to spell than some basic words with Anglo Saxon origins!
1 Each of the following words includes a base word: ‘struct’, or ‘cave’, or ‘graph’. Organise the words into the table below.
2 Choose one word from each column in the table above. For these three words, explain how the base word’s meaning connects to the definition of the word.
Construct means ‘to put something together’, so to ‘build’ something
Cavernous means ‘a large room or building’, so something ‘hollow’ and empty
Autograph means ‘to sign your name’, so a person ‘writing’ their name
Page 71
3 Technical words are often made up of smaller parts. Look at the following multisyllabic words from the anchor text. What smaller words can you see in these multisyllabic terms?
a Acidic
b Corrosion
Corrode Acid
c Transportation
d Pollution
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The history of spelling
Transport, port
Pollute
Part B: Greek morphology
Most technical words come from Greek. This is because the Greeks introduced many of the words in Science, Maths, and the Arts. Words that have a Greek origin often combine meaningful parts (morphemes) to build technical words.
Earth The study of
For example: Geo + logy Geology is the study of Earth.
Other elements that are commonly seen in words with a Greek origin include:
• the use of ‘ph’ for /f/ phoenix, physics, graphics
• the use of ‘ch’ for /k/ chord, schedule, chemistry
• the use of y for /i/ analysis, bicycle, anonymous
• the use of the silent p pseudo, pterodactyl, psalm
• the ‘ology’ suffix ideology, zoology, audiology
• the ‘ic’ suffix probiotic, epileptic, symphonic.
4 The table below lists words from the anchor text that have a Greek origin. Identify which element from the list above is used in each word.
Words Element
acidic Uses the ‘ic’ suffix sulphur chemicals system
Uses ‘ph’ for /f/
Uses ‘ch’ for /k/
Uses y for /i/
5 What other words can you think of that use these elements? Look them up on the online Etymology Dictionary (http://mea.digital/CL_Krkg) and find out if they have Greek origins!
Element Words
Uses ‘ph’ for /f/
Uses ‘ch’ for /k/
Uses y for /i/
Uses a silent p
6 How can knowing a word has a Greek origin help you to read and spell a new word?
If I notice patterns (like ‘ph’), then I can see if the word follows the same rules for words with a Greek origin. psychology, psyche, psychotic, pneumonic crypt, analytical, apocalypse, gymnasium, synchronise, syllable school, Christmas, stomach, ache, echo, scholar, chemist, chrome, architect telephone, trophy, phrase, anaphora, triumph, emphatic, euphoria
7 Return to the draft of your information report. What technical words have you used? Have you used any words with a Greek origin? Apply what you have learnt in this lesson to check your spelling.
I understand the spelling of technical words: ______ / 5
How many words with a Greek origin can you find in your other classes? There will be many in Science and Maths, but they are everywhere in academic settings when you start looking!
TAKE IT WITH YOU
Informative speaking and listening
Part A: Using visuals
http://mea.digital/ CL1_4_8
Understand the purpose of the text or feature.
71
To understand how visual elements are used in informative texts
Visuals can be used to help explain new and complex information. Visuals – including photos, graphs, diagrams, illustrations, and maps – help a reader to understand what has been written. Live or filmed presentations can also include videos and in person demonstrations.
A visual often has a caption that makes it clear what the image is showing and how it connects to the written text. In spoken texts, visuals are included alongside the relevant information. This makes it even easier for the audience to understand what the speaker is saying because they can process visual and audio information at the same time.
1 Decide whether the following visuals can be used in a written text (W), or in a spoken text (S), or in both (B). Place a W, S, or B in the corresponding box.
There is a pH scale that has pictures along the scale and a key that explains what the pictures represent. The other visual is a diagram of an environment that shows how acid rain is created.
b How do the visuals in the anchor text help the reader understand the written information?
The scale visually illustrates the range of pH levels and adds more details about where different substances sit on the scale. The diagram illustrates how acid rain is created. By providing another way for readers to absorb the information, these visuals can help the reader understand the text.
3 How do the following visuals help readers to understand written information?
a A graph
A graph turns numbers into pictures, which can make figures and data much easier
to understand.
b A demonstration
A demonstration shows exactly what happens and how to do it.
4 How can visuals be used in a presentation without using technology? Part B: Documentaries
Visuals can be put onto large cards or drawn on a board. Or, the visuals can be a demonstration or a role play.
A documentary is a non fiction film. These visual texts are informative but often use story like elements to make the film more interesting. Sometimes, they use a voice over as a narrator, use captions to explain who people are, and use a mixture of interviews and other footage.
5 Complete the following comparison table by brainstorming the differences between a documentary and a narrative film.
Documentary
• Based on facts
• Uses captions to explain who people are
• Watched to inform
Both
• Can be long or short
• Filmed with a camera
• Tells a story
• Produced and edited
• Mainly scripted
• Uses music for effect
6 Watch the short documentary (http://mea.digital/CL_71bV).
Narrative film
• Mostly fictional
• Characters tell a story
• Watched for entertainment
7 Documentaries try to present facts in an interesting way. How did the documentary make the information interesting?
The documentary made the information interesting by having dramatic music playing in the background and by using real footage of terrifying natural disasters.
8 The point of a documentary is to learn something. Identify the information conveyed in the documentary (what facts do we learn?).
We learn that natural disasters are always going to occur. We could try to move away from places where natural disasters commonly occur, but this isn’t a complete solution to protect ourselves.
9 What was the effect of each of the following features used in the documentary?
a Voice-over
b Visuals
c Music
d Editing
The voice-over provided the information and explained the key facts.
The visuals showed the devastation that the voice-over described.
The music created the mood, and built suspense and tension, which made the
The editing connected the visuals, the voice-over, and the music, so the documentary information seem exciting.
10 Create a 30-second documentary about the most interesting fact you have uncovered about your natural disaster.
Keep it simple: Create a few slides in PowerPoint, add some images, and use the record function to include a voice-over. Alternatively, you can record yourself speaking to the camera on your phone and then edit this with some pictures in a basic editing app.
a What fact are you going to teach your classmates?
b How are you going to record your documentary?
Look out for different types of visuals. Do they all serve the same function or are they used in different ways? I understand how visual elements are used in informative texts: ______ / 5 TAKE IT WITH YOU made sense and was interesting to watch.
Page 167
Brainstorming, researching, and planning
Research notes table
Natural disaster:
Tsunami
Important vocabulary and my questions about the topic Quotes I might want to include
Important vocabulary:
• ‘Tsunami’ is a Japanese word: ‘tsu’ means harbour and ‘nami’ means wave.
My questions about the topic:
• What is the difference between a tidal wave and a tsunami?
• What causes tsunamis?
• Do tsunamis occur in Australia?
• How much power does a tsunami produce?
• ‘Tsunami generation has nothing to do with tides.’
• ‘Tsunamis involve the movement of water from the surface to the sea floor.’
• ‘Most tsunamis are caused by large earthquakes on the sea floor.’
• ‘Tsunamis initiated by volcanic eruptions are less common.’
(Quotes from Geoscience Australia)
Main ideas and information
• Tsunamis are waves that come from the sea floor.
• Tsunamis used to be called ‘tidal waves’ but this changed because ‘[t]sunami generation has nothing to do with tides’.
• Tsunamis can be caused by earthquakes, landslides, volcanoes, or meteorites.
• Tsunamis are a series of waves. Many of these waves have no impact on coastal areas.
• Tsunamis have occurred in Australia, but they have been minor and caused little damage.
4.9
Teacher connections: Informative literacy
A sample lesson sequence for a 50-minute class
Timing Focus Actions Implementation guide
5 minutes Establish the learning intention and connect to the students’ prior knowledge
• Read the learning intention and clarify the key terms.
• Draw connections to prior units, lessons, class learning, and life.
• Students document current and future learning.
Before you teach
• It can be useful to check what students are doing in Science or humanitites subjects to connect the processes of this unit with their known experiences.
• Check the Literacy How-to section before the vocabulary, syntax, punctuation, and spelling lessons to ensure you know how to support the students’ learning about modifiers, clauses, comma use, and Greek morphology.
Prior knowledge activation
• Play ‘two questions’:
– briefly summarise the key vocabulary and learning for the lesson
– ask the students to write two questions on a piece of paper: one question they can answer and one question they want to be answered through the lesson
– at the end of the lesson, get the students to pair up and ask each other both questions.
5 minutes Explicit teaching
• Watch the video.
• Read the workbook notes and clarify terms for Part A.
• Connect to the students’ prior learning.
• Students ask any questions they have.
5 minutes Collaborative learning
10 minutes Independent learning
• Complete the first part of each activity as a class.
• Students to complete the rest of each activity in pairs.
• Students complete the activities in Part A.
• Check their answers.
• 4.0 Introduction:
– After reading the introductory paragraphs, allow time for the students to think, pair, and share in small groups before attempting the questions.
– Ask the students to complete Q1 and Q2 and then share their answers with the class.
• 4.1 Comprehension:
– Ensure the students are confident in their answers to Q2 before they attempt Q3.
– For Q3, the students may benefit from working together, or choosing connectives between the sentences, or writing out all their answers and then revising the paragraph for repetition and flow.
• 4.2 Planning and writing:
– Emphasise the link between the students synthesising the information in their research notes from 4.1 into a plan.
– Allow the students to share and discuss the categories for their reports in small groups to see the different options available to them.
• 4.3 Structures and features:
– For this lesson, the students could bring a textbook from another class to compare and/or use to answer the questions.
– Allow time for the students to discuss what they find easy and difficult about reading textbooks.
• 4.4 Vocabulary:
– This lesson reinforces the students’ understanding of adverbs and adjectives in the context of their role as modifiers.
– Ask the students to share their answers to Q1 before attempting Q2 to ensure the students understand the task and content.
Timing Focus Actions Implementation guide
• 4.5 Syntax:
– For Q1, work through the example in the table as a class before asking the students to complete the activity independently.
– Check the students’ answers to Q1 before they tackle Q2.
• 4.6 Punctuation:
– Try to complete Part A and B in the same lesson.
– Discuss Q1 as a class to check the students’ understanding of, and confidence using, commas.
• 4.7 Spelling:
– Ask the students to share their answers to Q1 and Q2 with the class.
– For Q3, open a class discussion about the spelling impact of adding suffixes to base words.
• 4.8 Speaking and listening:
– For Q1–Q4, the students can discuss the questions in small groups initially before completing the questions independently; ask them to share their responses with the class.
5 minutes Explicit teaching
• Read the workbook notes and clarify terms for Parts B and C.
• Connect to the students’ prior learning.
• Students ask any questions they have.
5 minutes Collaborative learning
10 minutes Independent learning
• Complete the first part of each activity as a class.
• Students to complete the rest of each activity in pairs.
• Students complete the activities in Parts B and C.
• Check their answers.
• 4.0 Introduction:
– Read the anchor text aloud.
– Ask the students to make a list of any unfamiliar words they encountered in the anchor text.
– Ask the students if they have any questions about acid rain.
• 4.1 Comprehension:
– Have a class discussion about when the students have taken notes and when they have made notes in the past.
– Students are likely to need extra time to complete Part B.
– For Q4, the students can select a natural disaster or choose from a provided list of disasters.
– Keep the research element as simple as possible (only a few books or websites).
• 4.2 Planning and writing:
– Part B shouldn’t take very long, so there should be time for the students to start drafting their information reports in the same lesson.
• 4.3 Structures and features:
– Emphasise the connection between the anchor text as a model and the writing task.
– The students might directly answer the question prompts in Q6 and Q7 and then synthesise the answers.
• 4.4 Vocabulary:
– Ask the students to share their answers to Q5 and discuss the differences between the students’ responses.
– Discuss the impact of defining or describing technical terms as a class before the students revise their draft information reports.
– The students could ask a partner to circle the technical words in their draft information reports to see which words need defining or describing.
Timing Focus Actions
Implementation guide
• 4.5 Syntax:
– Make sure the students accurately complete Q3 before they tackle Q4.
– For Q5, the students can work in pairs.
– Before students revise their draft information report (Q6), allow time to discuss the answers to the question in Part B as a class.
• 4.6 Punctuation:
– Link Part C to the previous lesson on clauses and fragments and connect the learning.
– Ask the students to share their answers before they revise their draft reports (Q8).
• 4.7 Spelling:
– To answer Q5, the students can brainstorm words as a class or in small groups and can use dictionaries to help them.
– Ask the students to share their answers to Q6.
• 4.8 Speaking and listening:
– Discuss Q7–Q9 as a class before asking the students to answer the questions independently.
– Keep the speaking and listening task (Q10) as simple as possible: you could give the students a template to use, or the students could use their phones.
– Allow at least a second period for students to complete Q10 and then share their documentaries with the class.
5 minutes Reflection
• Connect the learning back to the learning intention.
• Were the students’ initial questions answered?
• What scores do the students give for their success and confidence in the lesson?
• Read ‘Take it with you’; can the students add other situations to which they might be able to apply their learning and understanding?
• Don’t sacrifice the reflection time to enable the students to complete the activities. Instead, prioritise the reflection as it can help the students to connect and transfer the skills covered to other areas.
• Establish and support the routine of students scoring their learning confidence at the end of each lesson.
• Allow the students to see and speak about the connections to other classes and situations; this will also allow you to discover their interests and make future connections to other learning.
Variation A: Two 20-minute sessions to teach one lesson
Teach only Part A or Part B in one class and follow the sequence below. You will need to allow writing time between each lesson, so allocate an extra 20-minute block to complete each individual lesson.
Variation B: One 20-minute session to teach one lesson
The students could be asked to complete the writing revisions as homework or at another time. Explicit teaching would cover the entire lesson (Part A and Part B) before independent work. There would be little time for collaboration and sharing of results, but learning could be connected to mainstream teaching and learning to consolidate and extend.
A sample lesson sequence for a 20-minute class
Timing Focus Implementation guide
2 minutes Establish the learning intention and connect to the students’ prior knowledge
5 minutes Explicit teaching
10 minutes Independent learning
3 minutes Reflection
• Read the learning intention and clarify the key terms.
• Draw connections to prior units, class learning, and life.
• Watch the video.
• Read the workbook notes and clarify the key terms.
• Connect the students’ prior learning to the expectations of the current activity.
• Students complete the activities.
• Check their answers.
• Connect the learning back to the learning intention.
• What scores do the students give for their success and confidence in the lesson?
• Read ‘Take it with you’.
http://mea. digital/CL1_5_0
Analytical literacy
Analytical literacy is the ability to read, write, speak, and listen to texts that explore topics in detail. To write analytically, you need to think deeply about a topic, ask questions, and support your ideas with evidence. Analytical writing is a formal and academic type of writing. Analytical texts include extended responses, source analyses, case studies, and essays. You can be asked to write an analytical text in any subject.
Why do we create analytical texts?
We create analytical texts to improve our understanding of something, such as a topic, another text, or a source. The ability to write analytically is a skill that allows us to, for example, pull apart a novel in English, a graph in Science, or a scenario in History to understand it more deeply.
Analytical texts:
• break up a topic into smaller parts
• discuss facts and evidence
• interpret, and establish the meaning, of something (for example: a source, another text)
• answer questions (Why? How? So what?)
• use formal and academic language and structural elements.
1 What is analytical writing?
Analytical writing is formal writing that pulls apart texts, interprets meaning, asks questions, and discusses facts and evidence.
2 List some analytical texts you might be asked to read, listen to, or write in different subjects.
An argument analysis (English), a text response essay (English), a source analysis (Humanities, Physical Education, Science), a text analysis (Art, Music, Media), a system analysis (Information Technology)
3 Read the anchor text. This text is a model that will help you to ‘anchor’ your learning as you complete the activities in this unit. It will also assist you to draft your own analytical text. The anchor text was written by a student, just like you.
Rate my confidence
At the end of each lesson, you will rate how confident you are about your progress through the unit. Be as honest as you can; it’s your learning!
4 How confident do you currently feel about reading, writing, speaking, and listening to analytical texts? Give yourself a confidence score out of five. Come back at the end of the unit to score your learning confidence again.
Question:
Analyse the potential impact of allowing humans to live forever, using the infographic as a source of evidence.
Identification of the source’s text type Title
So
you want to live forever?
The dream of immortality seems alluring. This is something humans have always dreamed about. However, with improving technology, this fantasy is fast becoming a reality we need to understand before we accept it.
Exchange for a newer model
Cloning and stem-cell technology may allow us to grow replacement organs and exchange them for old, damaged parts. Scientists have already created lab-grown organisms, so it is not long until there are entire clone bodies. We simply transplant our brains into a newer body.
Become a machine
One solution could be human-machine hybrids, which are called ‘cyborgs’. Potentially, we could swap failing organs for machines to become semi-immortal cybernetic organisms.
Take a pill
Certain pharmaceuticals could extend human life by up to 50 per cent. Drug companies are developing anti-ageing pills to extend the youthfulness of tissue.
Go small
Nanotechnology is working towards repairing organs, systems, and tissues. Tiny machines can be injected into our blood to combat illness.
Build a better human Companies like Calico are sequencing the human genome to find clues to the genetic causes of ageing so we can edit them out. This is redesigning the human organism at the genetic level.
Put it in the Cloud
An extreme solution is to download our minds into robotic vessels. The ‘Avatar Project’ (part of the 2045 Initiative) is planning to transfer human consciousness into a non-biological vessel. This will make ageing a thing of the past, but what about our humanity?
Figure 1: Infographic: So you want to live forever?
Anchor text Source analysis
The infographic ‘So you want to live forever?’ outlines ways humans can potentially achieve immortality: an unending life. One option presented is to ‘download our minds into robotic vessels’. This suggests how a person could be transferred into technology: a non‑living and artificial material that is meant to contain our soul. However, the chance of this being possible without a person simply being a copy of themselves without a consciousness seems like a risk not worth taking. Also, this can only happen through an invasive procedure of removing our brain from our body. Suddenly, the price of eternal life is to lose our humanity – both psychologically and physically.
Another method presented is that we could transplant ‘our brains into a newer body’. By replacing our organs with ‘lab‑grown’ organs or maybe even by cloning ‘entire’ bodies, humans could beat the cause of old age and death. This seems scarily possible as the creation of human hearts and limbs are already in existence and being attached to bodies. The extreme of this means that humans could one day merge with technology and become ‘semi‑immortal cybernetic organisms’ and while that means a person is alive, that does not sound very human.
Other options include taking drugs, using nanotechnology, or redesigning our own genetics. While we already do take drugs to solve medical problems so we live longer and healthier lives, taking this to the extreme of making ‘ageing a thing of the past’ requires the sacrifice of ‘our humanity’: the thing that makes us human. This seems like a price too high to pay, even for eternal life.
Overall, whether any of these potential options to become immortal are possible, eternal life gives time little meaning. If time was limitless, then humans would not have boundaries to accomplish things, feel fulfilled, or understand the importance of a moment. So, while the options for immortality presented seem appealing and within the boundaries of technological ability, the impact of allowing humans to live forever seems far too dangerous at best and ethically disastrous.
Student author: Christine Duong
Definition of a key term Provides evidence from the source to support interpretations Turn into a robot 1
Interpretation of the source
Build new bodies 2
Interpretation of the source
Use drugs, nanotechnology, or genetic redesign 3
Interpretation of the source Answers the question
Analytical comprehension
Part A: Identifying analytical elements
http://mea.digital/ CL1_5_1
164 Comprehension strategies
To learn how to identify the elements of analytical texts to help me understand these text types
The more you know about a text type, the easier it is to find information and understand the text as a whole. The table below lists the five main elements of analytical texts.
Element
Explanation
The topic What the analysis is about
The purpose Why the analysis was written
The lesson What the analysis teaches you
The ideas What specific points the analysis makes
The evidence How the ideas are supported
Example from a text analysis of the story Chicken Little
The classic story of Chicken Little and how this story shows the persuasive impact a crowd has on the truth
To answer the question: What can we learn from the tale of Chicken Little?
That we should always question whether what someone is saying is true, rather than just believing everything we hear
Chicken Little:
• shows how quickly a lie can become reality
• shows how a crowd can influence a person’s perspective
• shows how rarely a person questions whether what someone is saying is true or not.
• Each new character adds to how believable the lie is and noone questions the story.
• The repetition symbolises the difficulty to speak out against a crowd.
• There is no specific setting, meaning the lesson of the story can be applied to any society and to any era.
ST RATEGY
Ask questions to find answers.
1 What is an infographic?
An infographic is a collection of images, graphs, and text that is put together (like a poster) to provide an easy‑to‑understand overview of a topic.
2 a What is the infographic about in the anchor text?
The infographic discusses the different ways humans could use technology to be made immortal.
b What topic does the anchor text analyse?
The anchor text analyses the topic of immortality and the technology that could enable humans to live forever. The text analyses the impact of using such technology to achieve eternal life.
3 Why was the anchor text written? (What is the purpose of the text?)
The anchor text was written to answer the question: Analyse the potential impact of allowing humans to live forever, using the infographic as a source of evidence.
4 What did you learn from the anchor text? (What is the text saying about the infographic?)
The anchor text is saying that, although technology may enable humans to become immortal, it is dangerous to play with immortality, and the impact of using technology to achieve eternal life could be disastrous.
Part B: Identifying the analysis
Discovering what an analytical text is saying can be a treasure hunt! Searching for and finding the main points in a text and identifying the evidence used to support these ideas can be rewarding because it is through this treasure hunt that we get the most out of an analytical text.
5 The anchor text analyses three technological methods humans could use to become immortal.
a Annotate the anchor text by numbering these three technological methods and giving each method a name. Write these names in the table below.
b What does the writer of the anchor text think are the consequences of using each technological method to achieve eternal life? Write the consequences in the table.
c In the third column in the table, write quotes from the anchor text that explain each technological method.
Name of the technological method
Turn into a robot
Build new bodies
The consequences of using the technological method to achieve eternal life
Turning into a robot means we lose our humanity
Cloning our bodies means we are alive but not human
Quotes from the anchor text describing the technological method
‘download our minds into robotic vessels’; ‘a person could be transferred into technology’
‘transplant our brains into a newer body’; ‘replacing our organs with lab grown organs’; ‘cloning “entire” bodies’
Use drugs, nanotechnology, or genetic redesign
Using drugs means we lose our humanity
‘taking drugs’
6 What lesson is the anchor text presenting? (Overall, what is the writer saying about the possibility of humans using technological methods to become immortal?)
The lesson the author of the anchor text is presenting is a warning. She thinks allowing humans to use technological methods to become immortal is a very bad idea as it’s ‘far too dangerous’ and ‘ethically disastrous’.
7 How does the anchor text answer the source analysis question? (How does the text achieve its purpose?)
The anchor text looks at three technological methods people could use to become immortal –as presented in the infographic – and explains why each of these methods would have a negative impact on people and society.
I know how to identify the elements of analytical texts to help me understand these text types: ______ / 5
Before you start writing an analytical text in another class, identify the five elements of analytical texts that you need to include in your writing. Now you have everything you need to start writing!
TAKE IT WITH YOU
Annotate and make notes.
STRAT
Analytical planning and writing
Part A: Interpreting information
http://mea.digital/ CL1_5_2
Ask questions to
To learn how to analytically interpret a text, and how to turn my interpretations into a draft analytical text
Before you start writing, it is important to take the time to think deeply and critically about what you are writing about; this is the first step to making sure you are thinking, and then writing, analytically.
Your writing task for this unit is to write a source analysis that responds to the following prompt: Analyse what we can learn about underage smoking from the source below.
1 Start to fill in the ‘source analysis summary template’ on page 112:
a Write the question.
b Identify the topic of the source.
c Identify the text type, the title, and the overall intention of the source.
d Define two of the key terms from the source: initiation and statistically significant.
Age of initiation of tobacco use, people aged 14–24 who have ever smoked a full cigarette, by sex, 2001 to 2019 (years)
Source: AIHW
2 What is the purpose of your source analysis?
The purpose of my source analysis is to answer the question: Analyse what we can learn about underage smoking from the source.
3 Answer the following questions to help you interpret the source.
a What do the different line colours represent?
Blue represents males, green represents
b What do the numbers along the horizontal line represent?
c What do the numbers along the vertical line represent?
The age of a person when they first smoked a full cigarette. The years the information was collected. females, and orange represents males and females combined.
d Fill in the table below with the approximate ages of people when they first smoked a cigarette.
(persons)
4 Return to the source analysis summary template.
a What is the source saying? Identify three different pieces of information presented in the graph. These are your interpretations (because you are interpreting what the graph is saying). Write these in the ‘build interpretations’ box in the template.
b What evidence can you use from the graph to prove your interpretations? Identify evidence to support your three interpretations. Write these in the ‘evidence’ box in the template.
Part B: Drafting your analytical text
Often there is an assumption that once you have notes and a plan, you have everything you need to write a response! However, many people find the next step difficult: How do I start writing? How can I bring my notes and plan together into a piece of writing that makes sense?
Use the points below to help you turn your notes and plan into an analytical piece of writing:
• Structure: Each of the interpretations you entered into your source analysis summary template can form a new paragraph.
• Full sentences: Take the interpretations and evidence you wrote in the source analysis summary template on page 112, and rephrase these points so they are complete sentences.
• Extend the interpretations: Elaborate on your interpretations by describing and explaining what you mean by each interpretation (do this before including your evidence).
• Analyse the evidence: Think about why each piece of evidence might have happened, how it has come about, and why this is important information to notice.
For example: Imagine the graph is about the age a person got their first phone.
Interpretation There has been a decrease in the age people get their first phone. Discuss or describe This can be seen for both males and females: the age has steadily decreased between 2001 to 2019.
Evidence The graph shows that the average age has significantly decreased from 18 years old to 12 years old over the last 18 years.
Analyse The fact that the ages that males and females get their first phone have decreased is likely because of the same reason: wider and better access to technology, cheaper plans, and an increasing social expectation for everyone to stay connected with technology.
5 Using the anchor text as a model, your answers in Question 3, and your plan from the template, start writing the first paragraph of your source analysis. You can write your draft in the writing pages at the end of this unit. For now, just write the first paragraph to get a feel for the focus of the writing. We will continue to draft and revise your source analysis throughout the unit, so for now, write the first paragraph, knowing it doesn’t have to be perfect because you will revise it later.
I know how to analytically interpret a text, and how to turn my interpretations into a draft analytical text: ______ / 5
To turn a plan into a draft, you need to identify the elements of an analytical text and use your notes to address each element. Which aspect of drafting a piece of writing do you find the most difficult?
Analytical structures and features
Part A: Analytical writing
http://mea.digital/ CL1_5_3
To learn how to turn descriptive writing into analytical sentences and paragraphs
There is no magic formula for writing an analytical paragraph; however, it is important that you consider how to logically connect your sentences. How do you build a paragraph and flow from your idea → to your discussion → to your evidence → to your analysis? A paragraph is more than a series of sentences, a paragraph should convey a single idea that is built one sentence at a time. Each sentence should have a purpose and should connect with the sentence before, thus creating flow.
One of the important parts of analytical writing is to clearly describe what you are exploring.
Because of this, it is very easy to slip into writing descriptively rather than analytically. To make sure you are writing analytically, question what you are exploring by asking why, how, or so what?
The sentence below merely describes a piece of information; it doesn’t analyse that information. That is, it doesn’t explore the consequences of that information.
For example: Describes: Scientists have known how to clone body parts and animals for years.
Compare the descriptive sentence above with the analytical sentence below.
For example: Analyses: The fact that scientists have known how to clone body parts and animals for years is less about whether we can clone and more about whether we should allow cloning to occur.
ST RATEGY
Ask questions to find answers.
1 Complete the following descriptive sentences and turn them into analytical sentences. To help you do this, ask why, how, and/or so what?
a Females are likely to be younger than males when they first smoke a cigarette …
because peer pressure among girls often begins at a younger age than among boys.
b The age when females and males first smoke a cigarette has come into line …
which is indicated in the graph by the light blue and green lines joining together in 2019.
c The age when females and males first smoke a cigarette has increased by over two years …
Remember: Being able to describe something is a starting point, not the end point!
2 Use the information from your completed ‘source analysis summary template’ (page 112) to answer the following questions.
a What is your second interpretation?
The gap in the age of males and females when they first smoked a cigarette has decreased. which shows that smoking education and tough restrictions on marketing and selling cigarettes are working to deter young people.
b Why is this your interpretation?
Because the graph clearly shows that in 2001 the gap was six months and then in 2019 there was no gap at all.
c How has this interpretation happened?
The education around health and wellbeing for both males and females are being provided at the same time, in the same manner.
d So, this is your interpretation; so what?
The education, restrictions, and marketing of cigarettes is clearly working as all people, regardless of gender, are waiting longer to smoke their first cigarette.
3 Return to the draft of your source analysis. Write your second paragraph by using at least two responses from Question 2 to help you develop your interpretation and extend your analysis. Don’t forget to use some of the evidence you identified in your template to support your analysis.
Part B: Source analysis
A source analysis is an analytical piece of writing that explains and interprets a particular text (the source). A source can be a case study, graph, table, picture, article, or an infographic like in the anchor text. The purpose of a source analysis is to explain what the source is saying and either focus on what can be learned from the source, or explain how or why the information is constructed the way it is.
Although there are many ways you can structure a source analysis, these texts have common components. A source analysis should:
• identify the source: identify the text type, the source’s title, and the source’s overall purpose
• define the key terms: define all the key words used in the source
• interpret the source: outline what the writer of the analysis has learned, or what they want the reader to understand, from the source
• provide evidence: provide direct quotes and information from the source to support interpretations
• answer the question: this applies where there is an initial question that needs to be directly and explicitly answered.
4 In the anchor text, identify and label the common components of a source analysis listed above.
5 Return to the draft of your source analysis. Have you described or analysed the information in the source? If you need to turn some descriptive sentences into analytical sentences, remember to ask why, how, and so what. Finally, complete the final paragraphs of your source analysis and make sure you clearly respond to the prompt in your concluding paragraph.
Try asking why, or how, or so what in another class this week to help you extend your writing. I know how to turn descriptive writing into analytical sentences and paragraphs: ______ / 5
http://mea.digital/ CL1_5_4
Analytical vocabulary
Part A: Academic vocabulary
To learn how to use synonyms to simplify analytical texts, and to discover how to use more sophisticated vocabulary in my writing
Analytical texts use technical and academic language. The use of academic words makes analytical writing formal and specific. In analytical texts, academic words are often not defined; it is assumed that the reader already understands these words. To help you make sense of analytical texts, use a simpler synonym (a different word with a similar meaning) in the place of an academic word that you don’t understand.
1 Match each academic word below to its synonym. get, important, show, hold back, leave, enough
a Abandon
b Acquire
c Crucial
95
d Sufficient
e Indicate
f Restrain
2 The table below lists five academic words used in the anchor text.
a Look up the meaning of each word and write it in the table.
b Find at least two synonyms for each word. Find synonyms that simplify the word but keep the main meaning of the word clear. Write the synonyms in the table.
Word Meaning
Potentially
Transferred
Artificial
Sacrifice
Ethically
The possibility of something happening in the future
To go from one thing to another
Not natural; human made
Give up something valuable to get something else for you or someone else
Something that is morally right
Synonym (word or phrase)
Likely, possibly
Relocated, passed, moved to
Synthetic, manufactured, human made
Relinquish, lose, give up
Morally, right, correct
3 a Revise the following sentence by replacing the bolded academic words with more common words. Society should abandon their delusions of immortality before their wretched souls are decimated.
Society should leave their wrong ideas of immortality before their poor souls are wiped out .
b Is your revised sentence easier to understand than the original? Why or why not?
My revised sentence is easier to understand because all the words make sense and are familiar; however, my revised sentence doesn’t sound as clear, or have the same feeling, as the original sentence.
Part B: Synonyms
When writing analytically, you need to write in a ‘formal voice’; to do this, you should use academic words. Remember that academic language is different from the language we use when we speak. We only use academic words when we are writing formally. Therefore, the more you practise using these words and writing analytically, the easier it becomes! (Promise!)
Using academic language makes your writing clear and specific. It also makes your writing sound sophisticated! Because academic words are so specific, you can use fewer words than if you were writing informally. So, the better you get at academic writing, the less you have to write!
4 For the common words and phrases below, identify five formal, academic synonyms.
Once Sosnowski has got the audience’s attention, he then uses big feelings to bring the readers into the issue. Using words such as ‘absolute suffering’ and ‘shattered families’, the author tries to make the reader agree with the importance of saying sorry. By stirring emotion for the issue, the readers can begin to see how bad it is if we do not say sorry for such a terrible thing
6 Return to the draft of your source analysis. Look at the language you have used: What is working? What options do you have to improve your vocabulary choices? Can you use more academic language in your analysis?
Do you find yourself using the same words in lots of different classes? Look up synonyms for the words you use the most and have a go at using these words instead.
I know how to use synonyms to simplify analytical texts, and I know how to use more sophisticated vocabulary in my writing: ______ / 5 TAKE
Analytical syntax
Part A: Register
http://mea.digital/ CL1_5_5
RATEGY
Re-read the text at a slower pace and notice each word.
To learn how to apply a formal register to my analytical writing
‘Register’ is a term that describes the degree of formality of language; that is, whether a particular text, or the way a person speaks, is formal, or informal, or neutral. Writers use different registers for different text types. For example, essays have a very formal register, while text messages to friends have a very informal (or casual) register.
Some people find analytical writing overwhelming because it has a very formal register, which is created by using sophisticated, formal vocabulary and a traditional sentence structure.
Also, analytical writing is quite different to the way we speak and write every day, so many people do not feel confident in reading, writing, and listening to this text type.
1 a The following four sentences ignore the rules of formal writing. In the table below, match each sentence with the rule it ignores.
i The ATO ensures the GST doesn’t go MIA.
ii Aw man, that book was epically woke.
iii Was the author (who died) influential? Maybe! Maybe not …
iv I think Shakespeare wanted me to feel uncomfortable.
b Complete the table by explaining the impact of not following the rules of formal writing, as shown by the sentences.
Rules of formal writing Sentences that do not follow the rules
No colloquialisms
No acronyms or contractions
No personal pronouns
No brackets, ellipses, questions, or exclamation marks
Aw man, that book was epically woke.
The ATO ensures the GST doesn’t go MIA.
I think Shakespeare wanted me to feel uncomfortable.
Was the author (who died) influential? Maybe! Maybe not …
The impact of not following the rules
The colloquialisms make the text sound like the writer is speaking.
Using acronyms and contractions assumes the reader knows the meaning of these; they are also short hand, like taking notes (rather than a published piece), which is informal.
The use of a personal pronoun makes the text sound personal, rather than professional.
The punctuation makes it sound like the writer is speaking and becomes distracting for the reader.
2 The writer of the paragraph below has broken the rules of formal writing. Underline two examples of where the writer has broken each of the rules listed in the table above.
This graph shows that online courses make up $46b of the market online! That’s huge! It’s ‘cause work fields are constantly changing so everyone needs to keep learning new stuff all the time. TBH I reckon its gonna get even bigger ‘cause of COVID when everyone was working from home (you can see this in the graph when there’s a big spike in 2020). I don’t think this graph says it’s a bad thing, just an interesting fact to think about …
3 What features of formal writing can you identify in the anchor text? Circle these features below.
Third‑person perspective
Brackets and exclamation marks
Academic language
Part B: Nominalisation
Colloquial language
Direct quotes
First‑person perspective
Present tense
Past tense
Technical language
Nominalisation is a fancy term for turning verbs (doing words) into nouns (things). By nominalising words and phrases, we can rephrase language to make it sound more formal.
For example: Crime is increasing rapidly and society is becoming concerned. The rapid increase in crime is causing concern for society.
4 Read this nominalised clause from the anchor text: ‘the creation of human hearts and limbs are already in existence’.
a Is the bolded word a noun or a verb?
Noun
b Rewrite the sentence so the bolded word is used as a verb.
c Which sentence (the original or the rewritten sentence) sounds more formal? Why?
The original sentence sounds more formal because it gets to the point straightaway, whereas the rewritten sentence has multiple verbs so it gets more complicated. Human hearts and limbs have already been created.
5 Determine whether each of the following words is a noun or a verb. Notice the change in suffix: These are ‘parts of speech indicators’ so the type of word changes, not the word’s meaning.
hypothesis, hypothesise, participate, participant, development, develop, distribute, distribution
Nouns:
Verbs:
6 Nominalise the following words by turning the verbs into nouns. For example: verb: to populate noun: the population
a To decide
The decision hypothesise, participate, develop, distribute hypothesis, participant, development, distribution
b To argue
The argument
7 Nominalise the following sentences. Remember to add a new verb to each sentence.
a We need to produce more programs to stop people from starting smoking.
The production of programs to stop people from starting smoking needs to increase.
b If we can educate people about the problems of cigarette use, we can save lives.
The education of people about the problems of cigarette use can save lives.
8 Return to the draft of your source analysis. Have you maintained a formal register throughout the text? How can you revise your source analysis to make it more formal? Try using nominalisation.
The more you practise writing formally, the easier it becomes. Try writing formally in some other classes this week and notice if it starts feeling more natural. I know how to apply a formal register to my analytical writing: ______ / 5
TAKE IT WITH YOU
Analytical punctuation
Part A: Embedding quotes
http://mea.digital/ CL1_5_6
To learn how to embed quotes in my writing and maintain accurate punctuation
An important element of analytical texts is the use of evidence to support the writer’s ideas.
Evidence is proof that backs up what a writer is saying. Writers of analytical texts use evidence in their writing by embedding quotes about facts and information from other sources. In the case of a source analysis, a writer embeds quotes from the source being analysed. Embedding a quote means using another person’s words in your own writing. You need to place quotation marks around the words to show that they are not yours.
For example: The age of people ‘who have ever smoked a full cigarette’ has increased.
1 a Underline the quotes used in the anchor text.
b Draw an arrow from the quote to where the quote came from in the source text.
2 Use the quote below to answer the following questions.
‘The proportion of adults who are daily smokers has halved in the last 30 years.’
a Write a sentence that uses the quote as a full quote.
Research shows that ‘The proportion of adults who are daily smokers has halved in the last 30 years.’
b Write a sentence that uses only part of the quote (a few words).
Research shows that the number of daily smoking adults has ‘halved in the last 30 years’.
c Write a sentence that breaks up the quote into two different quotes.
Research shows that ‘the proportion of adults’ who smoke on a daily basis has ‘halved in the last 30 years’.
Part B: Punctuation for quotes
There are a few rules to using quotes. Follow these rules to ensure you embed quotes accurately into your analytical text.
The first rule of using quotes is that once quotation marks are opened, they must be closed ! It seems like a logical rule, but it is often forgotten. It is particularly important in analytical texts that a reader knows where a quote finishes and where your writing begins.
For example: Australia was the first country to implement plain packaging for cigarettes and ’31 per cent of teens who had previously smoked said that plain packs made them less likely to smoke again’ (Dunlop et al. 2016).
3 Place quotation marks around the italicised quotes in the following sentences.
a Youth response to the introduction of plain packaging for cigarettes was greater than anticipated and other countries planning to implement plain packaging should be encouraged by these findings
b A new study has found that plain packaging on tobacco products has resulted in a higher urgency to quit among adult smokers
c Comparing branded and plain packaging for cigarettes, smokers perceived the cigarettes to be lower in quality as well as less satisfying than a year ago.
The second rule of using quotations is that you should only use a capital letter at the start of a quote if you are quoting a complete sentence.
For example: The study showed, ‘Of the group, only 21 per cent of students were educated in finances.’
If you are quoting a phrase or part of a sentence, then don’t use a capital letter.
For example: The study showed that ‘only 21 per cent of students were educated in finances’. Although, if a quote is placed at the start of a sentence, then it should have a capital letter, even if it is a phrase.
For example: ‘Only 21 per cent of students’ have been shown to be educated in finances.
4 Why don’t any of the quotes in the anchor text have a capital letter?
Because none of the
quotes are full sentences, nor are any quotes placed at the start of a sentence.
The third important rule of using quotations is that the endmark punctuation should be placed outside the quotation marks unless the endmark punctuation is part of the quote.
For example: The study showed, ‘Of the group, only 21 per cent of students were educated in finances.’
‘Only 21 per cent of students’ have been shown to be ‘educated in finances’.
5 Each of the following sentences embeds a quote from the anchor text Decide whether the quotes should have a capital letter or not, and where the end‑mark punctuation should go. Punctuate the sentences.
a Replacing our organs with lab‑grown organs was something unrealistic not too long ago.
b This can save lives but the result is the loss of our humanity.
c The analysis explores the idea of immortality but concludes that this seems like a price too high to pay, even for eternal life
6 Return to the draft of your source analysis. One of the features of a source analysis is that it draws evidence directly from the source being analysed. Make sure you have supported your ideas with embedded quotes. Then, check you have punctuated the quotes accurately.
I know how to embed quotes in my writing and maintain accurate punctuation: ______ / 5
Find capital letters, quotation marks, and end-mark punctuation in other texts this week. What do you notice about how they are used?
TAKE IT WITH YOU
Analytical spelling
Part A: Morphology
http://mea.digital/ CL1_5_7
Consider the meaning and pronunciation of familiar parts of the word.
To learn how to use morphology to spell the academic words used in analytical texts
Often people do not use academic words because they don’t know how to spell them. To help us decode (read) and encode (spell) large words, we can use the same strategy: break up the word into smaller parts. The study of words and their parts is called ‘morphology’ and it is a powerful tool that can help us to read and spell.
A ‘morpheme’ is the smallest meaningful unit of a word. Morphemes can either be free or bound:
• free morphemes can stand alone as a full word (for example: gem, picture, gentle)
• bound morphemes only occur as part of a word (for example: dis + rupt + ive + ly = disruptively)
Base words and affixes (both prefixes and suffixes) are all morphemes as they have their own meanings.
1 Use the word matrix below to identify other words that use the base word, ‘joy’.
‘a happy feeling’ en over able ed ing ful ous ly ness
We can also use syllables to break up a word into chunks. That is, rather than fragmenting a word by meaning, we can split it by pronunciation. Although this process can help us to determine a word’s spelling and pronunciation, it doesn’t help us to work out what a word means (like morphology can!).
When breaking up a word into syllables, remember that every syllable must have at least one vowel. Also, a syllable can include any number of consonants.
For example: analytical an / a / lyt / i / cal
(Notice that each syllable has a vowel sound; the y makes an /i/ sound in this word.)
Also, some words need a silent e, so the final syllable includes a vowel.
For example: people candle pebble peo / ple can / dle peb / ble
2 a In the following words from the anchor text, circle the vowel sounds (remember that a vowel sound can be more than one letter and is not always a vowel!). Don’t get tricked by silent letters, like that cheeky silent final e!
b Draw a forward slash (/) between the syllables. How many syllables you can count in each word? Write this below.
For example: In / f o / gr aph / ic 4 (four syllables)
i Potentially ii Immortality
iii Technology iv Scarily v Redesigning vi Eternal
enjoy, enjoyable, enjoyed, overjoy, overjoyed, joyful, joyfully, enjoyably, joyousness Im / m or / t al / i / t y
/ n al
affixes
Part B: Latin morphology
Over 50 per cent of English words have Latin origins; in particular, many academic words have Latin roots. Most of these words have more than one syllable (they are multisyllabic).
Words with a Latin origin often: For example:
• make the /sh/ sound with ‘ti’, ‘si’, or ‘ci’ social, creation
• make the /choo/ sound with ‘tu’ factual, attitude
• make the /cher/ sound with ‘ture’ feature, structure
• make the /s/ sound with a c before an e or i cinema, certain.
3 The table below lists four words that have a Latin origin. Identify which element from the list above is used in each word.
Word Element
Signature Makes the /cher/ sound with ‘ture’
Contraption
Atrocity
Impromptu
Makes the /sh/ sound with ‘ti’
Makes the /s/ sound with a c before an i
Makes the /choo/ sound with ‘tu’
4 What other words can you think of that use these elements? Look them up on the online Etymology Dictionary (http://mea.digital/CL_Krkg) and find out if they have Latin origins.
5 Identify three words that could have Latin origins in the first paragraph of the anchor text
Potentially, artificial, consciousness, procedure
6 How can knowing a word has a Latin origin help you to read and spell a new word?
If you know the spelling patterns of Latin words, it can help you to work out how to say them and how to spell them.
7 Return to the draft of your source analysis. Have you used any words with a Latin origin? Apply what you have learnt in this lesson to check your spelling.
Can you find the base word in other new vocabulary words this week? Do you know what the base words means without the affixes attached?
I know how to use morphology to spell the academic words used in analytical texts: ______ / 5 TAKE IT WITH YOU
http://mea.digital/ CL1_5_8
Analytical speaking and listening
Part A: Note‑taking
To understand how to take notes while listening to analytical texts, and to understand how to speak analytically
Listening to analytical texts can be difficult because the language used is sophisticated and formal: it is different to how a person normally speaks. Analytical texts also include a lot of information that can be difficult to remember. This is where taking notes can be helpful.
1 Highlight the useful note‑taking strategies in the list below.
The note‑taking strategies that would be useful to use when I am listening to an analytical text are:
• write dot point keywords and phrases
• write full sentences
• use arrows to connect ideas
• number sequences
• connect evidence to ideas
• write everything the speaker says
• use a mixture of my own words and quotes
• use headings and sub headings
• code my notes using colours and symbols
• use concept maps and diagrams
• write information and ideas out of order
• underline, circle, and asterisk specific information, ideas, and definitions
• write notes in such a messy way that I can’t read them
• use abbreviations, acronyms, and shorthand
• if I miss something, I can write a few keywords, write the time down, draw a blank line, and then go back to relisten later (if I can)
• write different bits all over the page.
2 Watch the video about the Amazons (http://mea.digital/CL_gxiM). Use some of the useful note‑taking strategies you highlighted in Question 1 to write notes about this text.
3 Using your notes, answer the following questions.
a What was the purpose of this text?
The purpose of the text is to analyse whether the Greek Amazon warriors existed or not and why this might be so.
b Do you think the Amazons existed? Why or why not? Use the text to support your answer.
I think that the Amazon warriors existed because archaeologists have used DNA to prove that many of the warriors of the time were women who were aged between 10 and 45 years old.
c How has the link between Scythians and the Amazons of Greek mythology been recently strengthened?
1000 ancient burial mounds have recently been discovered. DNA testing has proven that many of the skeletons were women who had battle injuries and who were buried with weapons.
Part B: Speaking analytically
When you are speaking analytically, it is important that your speech has a clear purpose. Analytical thinking is technical and complicated and, as such, there will be very few times that you will be asked to speak analytically without having time to think and write down your ideas before speaking. Therefore, the key to analytical speaking is to ensure you have a clear piece of analytical writing to present!
4 Your speaking and listening task for this unit is to analyse the lyrics of your favourite song To analyse the lyrics, ask yourself what the song makes you hear, feel, and learn. Write your ideas on the y chart below.
5 Using a different colour, on the y chart, write specific examples you can use to support your purpose and your interpretation of the song.
Topic:
Lyrics to ‘Imagine’ by John Lennon
• Repetition of the word ‘imagine’
• Rhyme
• Rhythm
• Emotion
Hear
• How much pain and suffering there is in the world
• The power of hope
• To prioritise what’s important
• It’s important to look towards a better future
Feel Learn
• Hope and hopeful
• Positive
• Optimistic
• Wonder of what is possible
• Sad because the picture painted by the lyrics is not reality
• Connection to the world
6 Present a one‑minute speech analysing your favourite song. Use all the information and skills you have learnt in this unit. When analysing something, remember to ask yourself why, how, and so what, and to use a formal register. One minute isn’t long, so don’t waste time describing; just focus on your analysis.
I understand how to take notes while listening to analytical texts, and how to speak analytically: ______ / 5
Try some of these note-taking strategies in another class this week. Which strategy do you find the easiest and the most useful when listening to texts?
TAKE IT WITH YOU
Page 167
Brainstorming, researching, and planning
Source analysis summary template
Page 167
Brainstorming, researching, and planning
The question:
Analyse what we can learn about underage smoking from the source.
Identify the source:
• Topic:
Smoking in people aged 14–24
• Text type:
A line graph
• Title:
The age of initiation of tobacco use
• Overall intention:
That the age people are starting to smoke is increasing for a number of reasons
Build interpretations: 1
The age a person first smokes a cigarette has increased.
Define the key terms:
• ‘Initiation’:
The starting of something
• ‘Statistically significant’: Provide evidence: 1
Results that are unlikely to be due to chance
The gap in the age of males and females when they first smoked has decreased over time.
The age a person first smoked a cigarette was 14 in 2001 and 16 in 2019.
In 2001, the gap was six months. By 2019, there was no gap.
Historically, females consistently smoked their first cigarette at a younger age than males.
Between 2001 and 2019, the green female line is lower than the blue male line.
5.9
Teacher connections: Analytical literacy
A sample lesson sequence for a 50‑minute class
Timing Focus Actions Implementation guide
5 minutes Establish the learning intention and connect to the students’ prior knowledge
• Read the learning intention and clarify the key terms.
• Draw connections to prior units, lessons, class learning, and life.
• Students document current and future learning.
Before you teach
• The anchor text is the most sophisticated in the whole book, so allow time for the students to engage with it in different ways. Emphasise that they don’t need to completely understand all of it on the first reading.
• There is a lot of formal language used throughout this unit, so ensure you pre‑teach or prepare to support the students with the added vocabulary of this unit.
• Check the Literacy How‑to section before the syntax, punctuation, and spelling lessons to ensure you are comfortable with the content.
Prior knowledge activation
• Sticky note questions:
– Ask the students to write any questions they have about the lesson on sticky notes and attach them to their desks.
– The students can remove a sticky note if their question is answered in the lesson, or they can add sticky notes during the lesson.
– Any questions left at the end of the lesson are answered in the reflection time.
5 minutes Explicit teaching
• Watch the video.
• Read the workbook notes and clarify terms for Part A.
• Connect to the students’ prior learning.
• Students ask any questions they have.
5 minutes Collaborative learning
10 minutes Independent learning
• Complete the first part of each activity as a class.
• Students to complete the rest of each activity in pairs.
• Students complete the activities in Part A.
• Check their answers.
• 5.0 Introduction:
– Place the students in pairs and get each pair to conduct a 30 second interview with each other about the introductory paragraphs of this unit.
– Ask the students to share their answers to Q1 and Q2 with the class.
• 5.1 Comprehension:
– Q1–Q4 can be discussed in small groups or as a class before the students answer these questions independently.
– Ask the students to share their answers to Q1–Q4 with the class.
• 5.2 Planning and writing: – As a class, discuss the key vocabulary in Q1–Q4.
– The students can answer Q1–Q4 in pairs or individually.
– Keep the class together by checking in after Q3, and then after Q4.
• 5.3 Structures and features:
– Ask the students to share their answers to Q1 before they move on to Q2.
– Allow extra time for the students to complete the second paragraph of their source analysis before the class moves onto Part B.
• 5.4 Vocabulary:
– For Q2, the students can work in groups. Get each group to share their synonyms so the class can build a long list of these words.
– Ask the students to share their answers to Q3a with the class to celebrate a diversity of answers.
Timing Focus Actions Implementation guide
• 5.5 Syntax:
– Ensure the students understand the technical language of the features of formal writing before they start the activities.
– Ask the students to share their answers to Q1–Q3 with the class.
• 5.6 Punctuation:
– Ask the students to share their responses to Q2 and discuss why alternative responses occur and are a good thing.
• 5.7 Spelling:
– For Q1, model creating a few words from the matrix before the students undertake this activity.
– Check that the students haven’t created nonsense words for Q1.
– For Q2b, the students can clap or tap the syllables if that helps them to hear the breaks in the words.
• 5.8 Speaking and listening:
– For Q1, discuss the note taking strategies in the list before the students highlight the useful strategies.
– Set up the students with paper to take notes while they are watching the video.
– Q3 can be completed as a group.
5 minutes Explicit teaching
• Read the workbook notes and clarify terms for Part B.
• Connect to the students’ prior learning.
• Students ask any questions they have.
5 minutes Collaborative learning
10 minutes Independent learning
• Complete the first part of each activity as a class.
• Students to complete the rest of each activity in pairs.
• Students complete the activities in Part B.
• Check their answers.
• 5.0 Introduction:
– Read the anchor text aloud to the class and then read it slower, emphasising the quotes and the key phrases.
– Ask the students to list any words in the anchor text that they do not understand or are confused by and allow time to work through these words, finding synonyms or investigating meanings before moving on.
• 5.1 Comprehension:
– Students can share their answers to Q6 and Q7.
• 5.2 Planning and writing:
– The students can compare the example with the anchor text before attempting to write the first paragraph of their source analysis.
– Note that the students are only writing one paragraph at this point.
– Some students might benefit from having some sentence prompts to support them to build the paragraph.
• 5.3 Structures and features:
– Spend time discussing the dot points and connecting them to the anchor text as a model.
– Ensure the students understand what they have left to write: a final body paragraph and a short conclusion. Again, emphasise how they can use the anchor text as a guide and how to use their planning documents to help draft the final paragraphs.
Timing Focus Actions Implementation guide
• 5.4 Vocabulary:
– For Q4, the students can brainstorm synonyms as a class or split the class into groups to brainstorm particular words and then each group shares its synonyms with the class.
– For Q5, the students can complete the activity independently and then share their paragraph revisions in pairs. Get the students to discuss the subtle differences in the meanings of the words.
• 5.5 Syntax:
– The activities in Part B can be completed as worked examples at a whole class or small group level.
– Nominalisation is a complex concept, so focus on ensuring the students understand the principle more holistically.
• 5.6 Punctuation:
– There are three main sections to Part B, so work through one at a time, ensuring the students are confident with the concepts before moving to the next section.
• 5.7 Spelling:
– For Q4, the students can brainstorm the words as a class.
– Allow the class to discuss the meanings of unfamiliar words.
• 5.8 Speaking and listening:
– For Q4–Q6, you can select a song for the students to analyse if this makes it easier to control the conversation.
– Otherwise, allow time for the students to share their brainstorming.
– Allow time for the students to convert their brainstorm into a presentation.
– Keep it simple, this lesson is about the students applying what they have learned in the unit.
– The students are likely to need a second period to draft, revise, and present their speeches.
5 minutes Reflection
• Connect the learning back to the learning intention.
• Were the students’ initial questions answered?
• What scores do students give for their success and confidence in the lesson?
• Read ‘Take it with you’; can the students add other situations to which they might be able to apply their learning and understanding?
• Don’t sacrifice the reflection time to enable the students to complete the activities. Instead, prioritise the reflection as it can help the students to connect and transfer the skills covered to other areas.
• Establish and support the routine of students scoring their learning confidence at the end of each lesson.
• Allow the students to see and speak about the connections to other classes and situations; this will allow you to discover their interests and make future connections to other learning.
Variation A: Two 20‑minute sessions to teach one lesson
Teach only Part A or Part B in one class and follow the sequence below. You will need to allow writing time between each lesson, so allocate an extra 20‑minute block to complete each individual lesson.
Variation B: One 20‑minute session to teach one lesson
The students could be asked to complete the writing revisions as homework or at another time. Explicit teaching would cover the entire lesson (Part A and Part B) before independent work. There would be little time for collaboration and sharing of results, but learning could be connected to mainstream teaching and learning to consolidate and extend.
A sample lesson sequence for a 20‑minute class
Timing Focus Implementation guide
2 minutes Establish the learning intention and connect to the students’ prior knowledge
5 minutes Explicit teaching
10 minutes Independent learning
3 minutes Reflection
• Read the learning intention and clarify the key terms.
• Draw connections to prior units, class learning, and life.
• Watch the video.
• Read the workbook notes and clarify the key terms.
• Connect the students’ prior learning to the expectations of the current activity.
• Students complete the activities.
• Check their answers.
• Connect the learning back to the learning intention.
• What scores do the students give for their success and confidence in the lesson?
• Read ‘Take it with you’.
Reflective literacy
Reflective literacy is the ability to read, write, speak, and listen to non‑fiction texts that consider a past event to understand it better. Generally, reflective texts focus on a personal experience and how that occurrence made the writer feel, think, and learn personally. Reflective texts include journals, diaries, written intentions, and explanations.
Why do we create reflective texts?
Writers create reflective texts to consciously think about certain experiences and to uncover the meaning of these occurrences at a personal level. By writing a reflective text, a writer can process an experience by considering factors such as how they feel about the experience, why they feel this way, why they have done things in the past, and what they can do differently in the future. Writing a reflective text can be a healing process; in education settings, writing these texts is used as a learning process.
1 What is reflective writing?
Reflective writing is when a person writes about something they have experienced and explores how it made them feel and what they have learned from it.
2 List some reflective texts you might be asked to read, listen to, or write in different subjects.
Written explanations in English, reflective responses in Art, technology reviews in Information Technology, logs in Drama, and learning journals and diaries in many subjects
4 How confident do you currently feel about reading, writing, speaking, and listening to reflective texts? Give yourself a confidence score out of five. Come back at the end of the unit to score your learning confidence again. http://mea.
3 Read the anchor text. This text is a model that will help you to ‘anchor’ your learning as you complete the activities in this unit. It will also assist you to draft your own reflective text. The anchor text was written by a student, just like you.
Rate my confidence
At the end of each lesson, you will rate how confident you are about your progress through the unit. Be as honest as you can; it’s your learning!
Anchor text Self-reflection
Finding trouble
In sixth grade, I was just like any other student: hardworking, playful, and sometimes I didn’t always make the best decisions. There was a pretty huge drama within my friendship group involving five people, including myself. It started as a seemingly harmless joke to play a prank on another friend. The plan was to simply take some of their pens and hide them. When she came to tell us her pens were missing, we pretended to search for them. What we didn’t expect was that she would tell our teacher about it, who instructed everyone in the class to search for them. During the inspection, my friends and I were actually quite afraid of being caught, so the friend who began the prank pretended to ‘find’ the pens coincidentally on the floor. In my case, I was too scared to confess to taking the pens because I would get into trouble, so we all just pretended that we never did anything wrong.
Initially, when we decided to pull the prank, I thought that it would be fun and that it wasn’t a big deal. But as the prank played out, I began to feel guilty. I felt as though I was being a selfish person for firstly putting someone in an uncomfortable position that I wouldn’t want to be in myself, and secondly not even being able to own up to my mistakes. I tried to push these feelings to the back of my mind by saying to myself that she was being childish for getting upset over a silly joke, but I realised that it was immature of me to do the prank in the first place and, honestly, I would hate it if someone did this to me. I think I also felt even worse because I was too scared to own up to the whole thing. I was ashamed for lying to everyone in the class, to my friend, and to myself.
From her perspective, she must’ve been upset because we were messing around with her things without her permission. This was why she decided to come to us and the teacher for help. My friends and I didn’t own up to the prank because it would reveal an unpleasant side of ourselves to everyone in the class as well as potentially ruin our friendship. So instead of approaching the problem head‑on, we chose to run and hide from it.
In the end, I have come to learn some valuable life lessons such as: I should always consider others’ feelings, put myself in their shoes, and understand that a situation may not be interpreted the same way by everyone. But I think, more than learning not to hurt or lie to my friends again, I have to process how to confidently own up to my own wrongdoings and how to make amends when I do make bad decisions.
Student author: An Bao Tran
Nouns that show what happened
Quantifiers
Verbs that show what the writer thought, felt, and noticed
Quantifier Why the situation happened
http://mea.digital/ CL1_6_A
Reflective comprehension
Part A: Quantifiers
http://mea.digital/
To understand the key components of reflective writing
Quantifiers give information about the number of something: how much or how many. Quantifiers are classified as determiners because we can use them as determiners since, like determiners, they modify nouns.
Determiners
For example: a school, most schools
A quantifier is placed directly before a noun if you are talking about a member of a group in general. However, if you are talking about a specific group, you need to use the article ‘the’ as well.
For example: most children, most of the children
General Quantifier
Specific
When talking about two people or things, we use these quantifiers: both, either, or neither.
For example: both classes, either class, neither class
We can use the quantifiers ‘every’ and ‘each’ to mean ‘all’.
For example: the bell rang in every class (the bell rang in all the classes)
We often use the word ‘every’ to talk about time (days, weeks, and years).
For example: we have an assembly every week
1 Arrange the following quantifiers in order from the quantifier that describes the least amount of something to the quantifier that describes the most amount of something. some, most, a few, none, all, a little, many, lots of
2 In the phrases below from the anchor text, the quantifiers are bolded. Describe what each quantifier is expressing.
a ‘I was just like any other student’
She was the same as all the other students.
b ‘There was a pretty huge drama’
The drama was quite big.
c ‘It started as a seemingly harmless joke’
The joke started like it was going to be harmless.
d ‘I was too scared to confess’
She was so scared, she couldn’t confess.
e ‘I have come to learn some valuable life lessons’
She has learned a few valuable lessons.
3 Highlight and label three other quantifiers in the anchor text.
4 How do quantifiers help describe a writer’s thinking, feeling, and learning?
Quantifiers show the amount the writer is thinking, feeling, or learning.
Part B: Key components of reflective writing
Reading other writers’ reflective texts can provide an interesting insight into how other people think, feel, and understand the world. A reflective text is essentially an opinion piece that allows us to understand the writer’s thought processes and understanding of a particular event that means something to them personally.
The key components of reflective writing are:
• describe: the details of the experience (how the writer describes what happened)
• express: how the experience made the writer think and feel (how they express themselves)
• analyse: how the writer explores why things happened the way they did (how they analyse the event)
• present: what the writer has learned from the reflection (how they present their conclusion).
5 In the anchor text, number the paragraphs and label them: describe, express, analyse, and present.
6 In the ‘categorised table’ below, identify the four components of reflective writing in the anchor text.
Describe (when, where, who, what)
Express (thinking, feeling, noticing)
When: Where: Who: What:
In sixth grade
At school, in class
Five people/ friends
Thinking: Feeling: Noticing:
She initially thought it was going to be fun, thought it was no big deal.
Analyse (why)
She felt increasingly guilty, felt immature, felt empathy (would hate for it to happen to them).
Why did the friend react the way she did?
They had made her feel uneasy, so she came to her friends and teacher for help.
A pretty huge drama
They had put someone in an uncomfortable position that they wouldn’t want to be in themselves.
They thought they would get into trouble and show they were bad people, so they chose not to own up.
and scan the text for specific information.
Page 167
Brainstorming, researching, and planning
Why did the friends react the way they did? Present (what was learned, the conclusion) 1 2 3 4 Page 164 Comprehension strategies
She should always consider others’ feelings.
She should put herself in other people’s shoes.
She should be able to own up to her own wrongdoings.
She needs to learn how to make amends.
Try to notice quantifiers in texts from other classes. Do quantifiers have the same meaning and impact in any other texts? I understand the key components of reflective writing: ______ / 5 TAKE IT WITH YOU
Skim
Reflective planning and writing
Part A: Having something to say
http://mea.digital/
To learn how to plan a piece of reflective writing
A difficult part of reflective writing is that there isn’t a ‘correct’ answer and yet teachers mark you on your ability to write reflectively … so what are they looking for if there is no ‘right’ answer?
In your reflective writing, teachers are looking for you: to be honest; to notice an experience or situation and consider how it made you feel; to show you understand what happened; to show you have learned something from the experience.
Your writing task for this unit is to write a self-reflection about a time you got into trouble. This occurrence doesn’t have to have happened at school, or be a big deal, the situation just needs to be enough for you to describe, express, and analyse the experience, and present what you learnt from it.
1 Brainstorm when you got into trouble or did something that you would have gotten into trouble for (if you had been caught!). Or, think about situations where you decided to not do something that would have gotten you in trouble. Write a few different situations in the box below.
A time I got into trouble …
2 When writing reflectively, it is important that you do more than just explain an experience or situation. You need to explore why it happened and what you learnt from the experience. Look through your brainstorm from Question 1; which experience did you learn the most from?
Part B: Planning my reflective text
3 Use the ‘spider map’ on page 123 to write (in dot points) the key components of your reflective text:
• describe: what happened, to who, when, and where
• express: how you felt, what you thought, what you noticed
• analyse: why it happened
• present: what you learnt, what conclusion you reached, what answer you uncovered.
Spider map
Describe
Two friends were staying at my place.
We went for a walk without telling my mum.
Mum found us and drove us home.
Analyse Express Present
We didn’t think it was a big deal.
I was so embarrassed about getting in trouble in front of my friends.
I felt bad for making Mum worried and scared.
A time I got into trouble …
Sneaking out with friends
I was only thinking about myself.
I didn’t consider how Mum would feel.
I need to think about how my actions impact other people.
I need to consider other people’s feelings before I act.
Page 167
Brainstorming, researching, and planning
4 Using the anchor text as a model, and your plan, write a draft of your reflective text. You can write your draft in the writing pages at the end of this unit. We will continue to revise your self‑reflection throughout the unit, so for now, write the first draft, knowing it doesn’t have to be perfect because you will revise it later.
I know how to plan a piece of reflective writing: ______ / 5
How can you write honestly in other text types? What can you describe, express, analyse, and/or present in different classes this week?
Page 172
Turning a plan into a draft Page 136
TAKE IT WITH YOU
Reflective structures and features
Part A: Self-reflections
http://mea.digital/ CL1_6_3
To understand the main features of reflective texts
One of the significant differences between reflective writing and other academic writing is that reflective texts are written in the first person and other formal texts are written in the third person However, reflective writing can shift to the third person when the writer is reporting on what other people said or did.
The other significant difference between reflective writing and other academic writing is that most reflective texts are written in the past tense – except when the writer is talking about what they might do differently in the future – whereas other formal texts are written in the present tense.
1 Identify whether each word below indicates a text is written in the first person or the third person
a I
b Their
c Me
d Mine
e She
Third person
First person
First person
Third person
f Ours
g Myself
First person
First person
h We i Ourselves
j Her
First person
First person
Third person
k They l Them
m Herself
n Us
o His
Third person
Third person
Third person
First person
Third person
2 A big part of reflective writing can be considering how your actions have impacted other people. Why does the anchor text use words such as ‘she’ and ‘their’ if it is written in the first person?
The anchor text uses these words because it is describing what the other people were doing and trying to guess what they were thinking or feeling; this is compared with what the writer was thinking and feeling.
3 In the table below, write the past tense alternative for each of the present tense words.
Present tense Past tense Present tense Past tense to ask asked to use to have to see to say to take to make to go
First person went made took said saw had used
4 a In the first paragraph of the anchor text, highlight three words that indicate the text is written in the past tense.
b Highlight three words in the fourth paragraph of the anchor text that indicate the text is written in the present tense.
5 Annotate the anchor text:
a Circle and label two nouns in paragraph one that show what happened.
b Circle and label two verbs in paragraph two that show what the writer thought, felt, and noticed.
c Highlight and label the sentences in paragraph three that show why the situation happened.
d Number the different lessons learned in paragraph four that show what the writer learned from her experience.
Part B: Formal reflective texts
There is no clear, expected structure for a piece of reflective writing. At school, you may be asked to complete slightly different types of reflective writing; the structure of these texts will depend on the task and on how long the piece of writing is expected to be.
6 Consider the different reflective texts listed in the table below.
a List the similarities between the purposes and features of these texts.
b Highlight the key differences in the purposes of these texts.
Reflective texts
Reflective commentary
Performance evaluation
Project logbook
Learning journal
Purposes Features
To give readers a way to make sense of something
To measure the success of a performance
To document the planning, process, and outcome of a project
To explain what has been learned and to track development
An opinionated analysis that often discusses the way a text or scenario has been put together and/or evaluates its success
An opinion piece on what was positive about a performance as well as what could be improved
A record of what was planned, how the plan unfolded in action, and an evaluation of the project’s success
Several entries documenting what the writer feels they learnt across a particular unit
Similarities
All these reflective text types:
• express the writer’s opinions about a topic
• evaluate something (explain the successes or failures of a topic)
• record the writer’s thoughts so a reader can understand their thinking.
7 In what subjects or situations might you be asked to write the following reflective texts?
a A reflective commentary
b A performance evaluation
c A project proposal
d A learning journal
Literature, English, other humanities subjects
Drama, Sports, Music, Dance
Art, Information Technology, Food Studies
Any class
8 Return to the draft of your reflective text.
a Is your self‑reflection written in the first person?
b Have you maintained the past tense in your reflective text? (It is very easy to slip between tenses, so really focus on your consistency.)
c Have a look at your word choices: Do they show what, how, why, and what you learnt?
I understand the main features of reflective texts: ______ / 5
Try to find the similarities between reflective writing and other texts this week. What other texts also use first person and past tense?
TAKE IT WITH YOU
Reflective vocabulary
Part A: Reflective vocabulary
To learn how to use different vocabulary to write reflectively
When you are writing reflectively, it is important to choose exactly the right words to explain your thoughts, feelings, and what you have learnt from a situation or experience. It is also important to not just describe what happened, but to specifically examine the who, when, where, why, and how of an experience.
http://mea.digital/ CL1_6_4 however, they all use similar language and features, so I can learn the skills and apply them in different ways.
1 Each word below is a synonym for thinking or feeling or learning. Categorise these words by writing them in the table.
wondering, reacting, understanding, sensing, deliberating, knowing, perceiving, developing, ruminating, contemplating, responding, with instinct, considering, building insight, growing awareness
2 Let’s reflect on the anchor text and this unit for a moment.
understanding knowing developing building insight growing awareness
• In the sentence stems below, selections of words are provided in brackets. Choose a word from each selection.
• Complete the sentence stems to articulate your opinions and thoughts about the anchor text.
a For me, the most (meaningful, significant, important, useful) aspect of the anchor text is …
that I can see what the final writing task is supposed to look like, so I can be more confident when mine is similar.
b When I first read the anchor text, I (felt, knew, noticed, thought) that it was …
a pretty lame
c That being said, this might be (explained, due to, because of)
d Having (read, applied, discussed) the anchor text, I now (feel, think, wonder, know)
e So far during this unit, I have (significantly, slightly, not) improved my (skills, understanding, ability to) …
f Additionally, I have learned that …
different styles of writing can have different purposes; felt, but now I see there are different parts to consider. of what reflective writing means. I used to think that it was just saying how you understand the different parts of reflective writing and I am not so scared to write in this way. that I to write about anything too serious and it was a situation that they learned from. the fact that they didn’t want example of getting into trouble. It’s a classic example of someone who never gets in trouble and so thinks something is a big deal when it isn’t.
g This (knowledge, understanding, skill) is (essential, useful, important) to me because …
I can use the skills in different classes and situations. I have to write reflectively all the way through to Year 12 (and beyond), so this means I am more ready to practise and get better at it.
Part B: Counting quantifiers
As we explored in 6.1, quantifiers give us information about the amount or degree of something. Another element to understand about quantifiers is that the way they are used depends on whether the noun a quantifier is modifying is countable or uncountable
3 Decide whether each of the following nouns is countable or uncountable.
• choose a quantifier from the three suggestions in brackets
• use the quantifier table to determine whether the noun is countable or uncountable.
Quantifier table
Quantifiers that can be used with countable nouns
Quantifiers that can be used with uncountable nouns
Quantifiers that can be used with both countable and uncountable nouns several, none of, a few, many, a couple of, a number of, a majority of
a little, a good deal of, not much, a bit of, a great quantify of
a There were (not much, a couple of, a little) people on the bus.
Countable milk water air money information knowledge book student image fish shop clothes
b (Several, Much, A bit of) of my friends live locally.
Countable
c I found (a number, not many, a bit of) information on the topic.
a lot of, most of, some, enough, a lack of, plenty of, all of
Uncountable
d We will need (a majority, none, a good deal) of time to learn these facts.
Uncountable
5 Return to the draft of your reflective text. Identify the words you have chosen to describe the situation. Can you be more specific? Are your quantifiers accurate? Experiment with using different synonyms and ways of describing your thoughts, feelings, and what you have learned. Try using a thesaurus to find other words you can use to present your ideas.
How many countable and uncountable nouns can you find in texts in other classes? Can you change the quantifiers you use in your writing to alter the text’s meaning? I know how to use different vocabulary to write reflectively: ______ / 5 TAKE IT WITH YOU
Reflective syntax
Part A: Redundancy and repetition
http://mea.digital/ CL1_6_5
To learn how to be specific and clear when writing reflectively
Redundancy relates to the repetition of the same idea or information within a phrase, clause, or sentence. A lot of writing can be ‘cleaned up’ by reducing and eliminating repetition. However, it is not only repeated words that are redundant; any word that can be predicted based on what has already been said is also redundant.
Interestingly, the word ‘redundancy’ is from Latin and means overflowing, which is a nice way to think of your writing; if it is too full, then some of the words can slip over the edge without being missed!
1 The following phrases all include redundant words. (The fancy term for using more words than are necessary to convey meaning is ‘pleonasm’.) Delete the redundant word/s in the following phrases. For example: small in size – small
a True facts
b Forever and ever
c Past history
d Smiled happily
e Evolved over time
f Fiction novel
g Exactly the same
h Red in colour
2 Using adverbs can be a great way to describe how something is happening; however, sometimes these words are unnecessary. In each phrase below, cross out the word that is unnecessary and replace it with a more descriptive term.
The weaker the verb, the more support it needs. The stronger the verb, the less support it needs. For example: Looked closely versus examined
3 For each phrase below, choose a single‑word synonym to replace the bolded words.
a I was very cold
I was freezing.
b I was kind of scared
I was apprehensive.
c I found it extremely funny.
I found it hilarious.
d I thought it was not very common.
e It was a hard choice.
It emphasises the value of life lessons and how much they mean to her. It was a conundrum. I thought it was unusual.
4 Writers make choices and sometimes they choose redundancy for impact. Why do you think the writer of the anchor text chose to keep the redundancies in the phrase below? ‘valuable life lessons’
Part B: Modality
Modality is the way we can show how much certainty, obligation, probability, importance, frequency, extent, intensity, confidence, or emphasis a subject has in a sentence. Modality can be low, or medium, or high.
5 Classify the words in the table below into low, medium, or high modality.
Words Low modality Medium modality High modality will, must, may may will must often, always, sometimes maybe, definitely, probably should, have to, possibly perhaps, likely, obviously certainly, rarely, usually
6 Identify two words in the anchor text that have low, medium, and high modality.
Low modality Medium modality High modality
Because the writer can only guess how other people were feeling but she is confident about what she was feeling. must’ve always some actually sometimes seemingly certainly usually rarely obviously likely perhaps have to should possibly definitely probably maybe always often sometimes
7 In the anchor text, the writer uses low and medium modal words when discussing how their friend was feeling but high modal words when explaining how they were feeling. Why is this?
8 Why is it particularly important to use a high modality in the ‘analyse’ and ‘present’ paragraphs?
Because, in these paragraphs, the writer is confidently stating why things happened and what they have learned; this isn’t guessing but should show a degree of certainty.
9 What impact does modality have on your writing?
Using modality helps me to show how much something made me think, feel, or learn.
10 Return to the draft of your reflective text. Where and how have you used words with modality? Do these words reflect the level or degree of certainty or importance you want them to convey? What happens to your reflection if you change the modality of different words? Can you be more precise in how you are feeling and what you have learnt?
I know how to be specific and clear when writing reflectively: ______ / 5
Find a text that uses low modality. You might have more luck finding a text that uses high modality! Why do more texts use high than low modality?
TAKE IT WITH YOU
Reflective punctuation
Part A: Apostrophes (possessives)
http://mea.digital/ CL1_6_6
To understand how to use apostrophes in possessions, contractions, and plurals
An apostrophe can be used for two main purposes: to indicate a contraction (see Part B) or ownership. A possessive apostrophe shows that a person (or people) or thing owns, or is a member of, something.
For example: Amy’s taekwondo class
The rules of using possessive apostrophes are:
• possessive pronouns do not need an apostrophe
For example: mine, yours, hers, his, our, their, its
• when multiple nouns jointly own one noun, an apostrophe is only added after the last noun
For example: Jed and Carol’s clubhouse
• when multiple nouns individually own other nouns, an apostrophe is added after each of the owning nouns.
For example: Jed’s and Carol’s styles were very different
1 Use the rules above to decide whether or not the bolded nouns and pronouns in the sentences below require an apostrophe. Add the necessary apostrophes.
a The project was yours from the beginning.
b The project was Claudias from the beginning.
c The project was someones from the beginning.
d The project was theirs from the beginning.
e The project was Dean and Sams from the beginning.
f The projects were Deans and Sams from the beginning.
When more than one person owns something, place the apostrophe after the s.
For example: the student’s name several students’ names
The word ‘other’ is a pronoun; however, it isn’t a possessive pronoun, so it needs an apostrophe if we are showing possession.
2 Explain why the apostrophe comes after the s in the anchor text phrase below. ‘always consider others’ feelings’
The apostrophe comes after the s in ‘others’ because the phrase is referring to the feelings of multiple people. ’ ’ ’ ’ ’
Part B: Apostrophes (contractions)
An apostrophe can also be used to indicate a contraction. A contraction is when two words are joined together to make a new word and one or more letters are removed. The apostrophe always goes in the place of the missing letters. Every contraction must have an apostrophe.
For example: do not – don’t
Page 188
Types of punctuation
Connect the punctuation to what is being said.
119
3 Spelling and punctuation are two ways words can show their meaning in a sentence. In the pairs of words at the right, decide which word is the contraction and which word is the possessive pronoun.
it’s – its who’s – whose they’re – their
4 Identify four contractions in the anchor text. For each contraction, provide the two words that have been joined to form the new word.
a Contraction one:
b Contraction two:
Part C: Apostrophes (plurals)
c Contraction three:
d Contraction four:
To change most words from singular to plural, we add s to the end of the word. For example: my friend – my friends
The only words we don’t add s to are irregular plurals. For example: one foot – two feet
An apostrophe should almost never be used to indicate a word is plural. This helps readers understand if the suffix s is plural or possessive. However, there are exceptions. An apostrophe is placed before the s for plurals of single‑digit numbers, single letters, and symbols.
For example: There are three 5’s in the number. Your n’s and u’s are alike. The page has too many &’s
You don’t use an apostrophe if you write a number in full. For example: There are three fives in the number.
Also, apostrophes are not used in dates, unless the date is a contraction. For example: The 1980s was spectacular. The ‘80s was spectacular.
5 Identify six examples of plural nouns in the anchor text. They should not include an apostrophe!
6 Identify the irregular plural in the anchor text
7 For each of the following singular nouns, write the irregular plural (a plural that doesn’t add s). a Life b Tooth c Woman d Fish
Contraction Possessive pronoun Fish Women Teeth Lives people pens lessons mistakes feelings things friends decisions shoes wrongdoings amends must’ve – must have wouldn’t – would not wasn’t – was not didn’t – did not its their whose it’s they’re who’s
8 Return to the draft of your reflective text. Check your use of apostrophes. Is each apostrophe indicating possession, a plural, or a contraction? Have you made the right decisions? Check how you have used other punctuation throughout your reflection. Use the Literacy How‑to section (page 188) to make sure the punctuation in your writing is accurate.
I understand how to use apostrophes in possessions, contractions, and plurals: ______ / 5
How many possessive and contraction apostrophes can you find in other texts and classes today? Can you find any plurals that have inaccurately included an apostrophe?
TAKE IT WITH YOU
http://mea.digital/ CL1_6_7
Reflective spelling
To understand how to spell words when adding suffixes
Part A: Spelling generalisations – adding suffixes
English spelling has a complicated history and spelling continues to change. Because of this, it is almost impossible to find a spelling ‘rule’ that is true for every word. However, there are several spelling generalisations that are true for most words and these can help us make informed choices when spelling unfamiliar words.
There are generalisations to help us spell words when adding suffixes (affixes that are placed at the end of words). First, the most important part to understand is whether the suffix is a vowel suffix (starting with a vowel: a, e, i, o, u) or a consonant suffix (starting with a consonant: all the other letters).
1 Identify whether each of the suffixes below is a vowel or a consonant suffix.
Vowel suffix
Consonant suffix
ST RATEGY
Find the parts to connect to the whole.
Spelling generalisation one: Change the final y to i
The singular y at the end of a word changes to i when adding any suffix, unless the suffix begins with i or a singular y is preceded by a vowel.
For example: busy: busier, business joy: joyful, joyous carry: carrying, carried
2 Use ‘spelling generalisation one’ to decide how to add suffixes to spell new words in the table.
Original word Suffix to add New word Suffix to add New word busy er busier ness business happy est ness play er ful study ing es rely ed able
ment ful ship wise ness age ing ion ence ity reliable relied studies studying playful player happiness happiest
Spelling generalisation two: Double the consonant
Double the last consonant when adding a vowel suffix to words ending in one vowel followed by one consonant.
For example: hug: hugging
This is true for single‑syllable words. For multi‑syllable words, the final syllable needs to be stressed for this rule to come into play.
For example: propel: propelling
3 Practise adding suffixes to words.
• In each of the following words, underline the last two letters (to make sure you notice if the word ends in a ‘vowel and consonant’ or not).
• Read the multi‑syllable words aloud to find the stressed syllable.
• Use ‘spelling generalisation two’ to decide how to add the suffixes to spell new words.
a Ship
Add ‘ment’:
Add ‘ing’:
b Occur
Add ‘ing’:
Add ‘ence’:
c Submit
Add ‘ed’: Add ‘ing’:
d Listen
Add ‘er’: Add ‘ing’:
Listening Listener Submitting Submitted
Spelling generalisation three: Delete the silent e
Drop the silent e when adding a vowel suffix if it is allowed by other spelling generalisations. An extension to this generalisation is that if a word ends in ‘ie’, it changes to y when adding the suffix ‘ing’.
For example: die + ing = dying tie + ing = tying
4 Revise your understanding of ‘spelling generalisation three’ by completing the following table.
Original word Suffix to add New word Suffix to add New word hope ed ing like ly ing outrage ous ed trace able ing
5 Use the above three spelling generalisations to solve the following word sums. Try underlining the last few letters to help you.
a Chase + ing =
b Flip + ed =
c Notice + able =
d Buy + er =
e Lie + ing =
f Worry + ing =
g Beauty + ful =
h Visit + or =
6 Identify why the following words from the anchor text are spelled the way they are by writing the number of the relevant spelling generalisation next to each word.
7 Return to the draft of your reflective text. How many words have suffixes? Use the spelling generalisations you learned in this lesson to make sure you have spelled these words accurately. Then, work your way through your draft and read each word to check for spelling errors (rather than reading for meaning).
How many suffixes can you find in other classes today? Apply these spelling generalisations to your writing in other classes. I understand how to spell words when adding suffixes: ______ / 5
Reflective speaking and listening
To learn how to speak and listen reflectively and with purpose http://mea.digital/
Part A: Acknowledgement of Country
In Australia, an Acknowledgement of Country is a way show your respect for Australia’s First Nations people as the traditional owners and ongoing custodians of the land. While an Acknowledgement of Country is not necessarily a reflective text, it requires the speaker to reflect on the fact that they stand on Country that has been tended to by traditional custodians for thousands of generations.
1 Watch the following video about Acknowledgments of Country (http://mea.digital/CL_P1ZN).
2 Where have you heard an Acknowledgement of Country?
An Acknowledgement of Country is presented at the start of every school assembly. I have also heard Acknowledgements at the start of football games, before some television shows, and during a recent excursion to the museum.
3 What does an Acknowledgement of Country mean to you?
During an Acknowledgement of Country, I have time to reflect on the First Nations people of Australia and to remember that they are the traditional owners and custodians of the land on which we live, work, and play. I feel thankful that I can enjoy their Country.
4 In what ways do you think an Acknowledgement of Country is reflective (or should be reflective)?
An Acknowledgement of Country is reflective because it requires the speaker to think about what has happened in the past and to connect it with what they are doing in the present. The speaker also needs to reflect on how that makes both First Nations people and themselves feel.
5 On whose Country do you live? Identify the traditional owners/custodians of the land.
6 Part one: Imagine you are asked to give an Acknowledgement of Country to begin your school assembly. Rather than simply read the script, you are going to write your own, using the information you have gathered above and your understanding of your school, the purpose of the assembly as a gathering of the community, and what an Acknowledgement of Country means to you. Draft a short but meaningful Acknowledgement of Country in the writing pages at the end of this unit.
Part B: Accountable talk
Accountable talk is the process of listening, commenting on, and asking questions to make sure we fully understand something. We need to do more than just ‘listen’; we need to challenge, extend, and reflect on what is being said. The important part about accountable talk is that the listener is held accountable for providing reasons and evidence for their opinion; this isn’t about just agreeing or disagreeing with what someone says, but explaining the why, how, and where of your opinion. Accountable talk sounds like: ‘Does anyone think …’, ‘I agree because …’, ‘Could you explain …’
7 The table below lists sentence starters for phrases that extend, challenge, and reflect. Label the columns in the table to identify which sentence starters are for phrases that extend, which are for phrases that challenge, and which are for phrases that reflect.
Phrases that challenge
• Why do you think that …
• Couldn’t it also be that …
• Where can I find that idea or example …
• I respect your opinion, but I believe that …
• Could it also be that …
Phrases that extend
• I want to know more about …
• I can expand on that by adding …
• Can you tell me more about …
• Can you give me another example of …
• I would like to add …
Phrases that reflect
• If I understand this correctly, it means …
• From my perspective …
• This reminds me of …
• One question I have …
• One idea I have about that …
8 What questions could you ask the writer of the anchor text to challenge and extend them, and get them to reflect on their writing?
a Challenge
b Extend
c Reflect
Why did you think hiding your friend’s pens would be fun in the first place?
How are you going to own up to your wrongdoings in the future?
Did writing this self‑reflection make you want to apologise to your friend, even after
all this time?
Whether you are challenging, extending, or reflecting on someone else’s ideas, it is important that you support your opinion with some sort of evidence. This might be a quote from the text you are discussing or an anecdote from something you have experienced.
9 Which of the following phrases are good sentence starters to begin supporting your opinion? Tick your selections.
I think or know this because …
Everyone knows this is right … I just know I’m right …
No‑one believes that though … I agree or disagree with this because … I can prove this because … I am confused or uncertain about this because … I believe this is true because …
10 Part two: Find a partner and share the Acknowledgement of Country you have written for your school assembly. Take turns to ask each other questions that challenge and extend and make you both reflect on what you have written. Remember that it is not enough to just comment; how are you going to support your opinion? Considering your partner’s feedback, do you want to revise your Acknowledgement of Country?
I know how to speak and listen reflectively and with purpose: ______ / 5
Try using some accountable talk phrases in other classes this week; perhaps during a class or small group discussion, or even during a conversation with your teacher.
TAKE
Teacher connections: Reflective literacy
A sample lesson sequence for a 50‑minute class
Timing Focus Actions Implementation guide
5 minutes Establish the learning intention and connect to the students’ prior knowledge
• Read the learning intention and clarify the key terms.
• Draw connections to prior units, lessons, class learning, and life.
• Students document current and future learning.
Before you teach
• Some of the key technical language of this unit includes quantifiers, modality, apostrophes, and suffixes.
• Most of the technical terms build from prior units, so consider how this learning connects to the students’ prior knowledge before and throughout teaching this unit.
• Check the Literacy How‑to section prior to the vocabulary, syntax, punctuation, and spelling lessons in particular. Prior knowledge activation
• Either set up tables or hand out tables for the students to use. Give students a list of at least 10 words from the lesson (technical and academic) and ask them to sort these words into words they don’t know, words they’ve heard of but can’t explain, and words they know and can use confidently. Share in groups and identify common unfamiliar words.
5 minutes Explicit teaching
• Watch the video.
• Read the workbook notes and clarify terms for Part A.
• Connect to the students’ prior learning.
• Students ask any questions they have.
5 minutes Collaborative learning
10 minutes Independent learning
• Complete the first part of each activity as a class.
• Students to complete the rest of each activity in pairs.
• Students complete the activities in Part A.
• Check their answers.
• 6.0 Introduction:
– In groups of four, students have 20 seconds each to share their understanding of reflective writing.
– Then, get them to list as many different reflective texts as they can before individually completing Q1 and Q2.
• 6.1 Comprehension:
– Discuss potential alternative responses for Q2 as well as Q4 as a priority.
– Students will come back to quantifiers in the vocabulary lesson, so set the foundation here.
• 6.2 Planning and writing:
– Brainstorm responses to Q1 as a class before students complete the question individually.
– Part A should not take as long as Part B, so keep this in mind when allocating time for brainstorming.
• 6.3 Structures and features:
– After the students complete Q1, conduct a class discussion about word families and how they represent narrative perspective.
– Ask the students to share their responses to Q2 and Q4.
• 6.4 Vocabulary:
– Check the students’ understanding of the vocabulary in Q1 before the students complete this question.
– For Q2, walk the students through the sentence stems and complete Q2a as a worked example to ensure the students understand the expectations of the activity.
– Allow time for the students to share their different responses to Q2.
Timing Focus Actions
5 minutes Explicit teaching
5 minutes Collaborative learning
Implementation guide
• 6.5 Syntax:
– As a class, discuss where and how redundancy and repetition can be used for impact.
– Ask the students to share their responses to Q2 and Q3.
– Q4 can be discussed and completed as a class.
• 6.6 Punctuation:
– There are three parts to this unit, which are reasonably balanced, so set up your class time to work through Part A and Part B, and then Part C and the writing task.
– As a class, discuss the rules of using possessive apostrophes.
– Check the students’ answers to Q1 before they move on to the next question.
– The students’ responses to Q2 can be discussed as a class.
• 6.7 Spelling:
– There is only one part, but three sections, to this lesson, so split up class time into teaching generalisations one and two, and then teach generalisation three before the students revise their reflective text.
– Before the students begin the activities, ensure they are confident in their understanding of vowels, consonants, suffixes, and base words.
• 6.8 Speaking and listening:
– Q1–Q5 can be discussed in small groups or as a class before the students answer these questions independently.
– You will need to allocate extra time for the students to complete Q6 before moving on to Part B.
10 minutes Independent learning
• Read the workbook notes and clarify terms for Part B.
• Connect to the students’ prior learning.
• Students ask any questions they have.
• Complete the first part of each activity as a class.
• Students to complete the rest of each activity in pairs.
• Students complete the activities in Part B.
• Check their answers.
• 6.0 Introduction:
– Read the anchor text aloud, and ask the students to identify any vocabulary or sections they found confusing.
– Discuss what ‘getting into trouble’ means to the students, where and how they can relate (or not) to the text, and how it made them feel.
• 6.1 Comprehension:
– Spend time discussing as a class what describe, express, analyse, and present mean in the context of reflective writing.
– Walk students through the table in Q6 before they complete it independently.
– Check their answers to Q5 and Q6 are accurate before moving on.
• 6.2 Planning and writing:
– Walk the students through the spider map and brainstorm the kinds of information that could be included in each section of the map.
– Check the students’ plans before they start drafting their reflective texts (Q4).
– Some students will need support to turn their plan into a draft.
– Remind the students to use the anchor text as a model to help them write their reflective texts.
Timing Focus Actions Implementation guide
• 6.3 Structures and features:
– For Q6a, ensure the students are familiar with the different types of reflective texts before they answer the question. The students can work in groups to brainstorm the similarities between the text types.
– For Q6b, work together as a class to identify the key differences in the purposes of the different reflective texts.
• 6.4 Vocabulary:
– As a class, reflect on the lesson about quantifiers (6.1, Part A) before adding the layer of countable and uncountable quantifiers.
– Check the students’ answers to Q3 before they move on to the next question.
• 6.5 Syntax:
– In a class discussion, link modality to other text types (such as persuasive, procedural, and informative texts) and centre the discussion on the purposes and audiences of texts.
– Allow time for the students to discuss their responses to Q7–Q9.
• 6.6 Punctuation:
– If the students find irregular plurals difficult, then allocate class time to focus on these.
• 6.7 Spelling:
– Check the students’ answers to the spelling generalisation three questions (Q4–Q6) before the students consolidate their understanding by answering Q6.
• 6.8 Speaking and listening:
– As a class, discuss the table in Q7 and consider other phrases that can be added to each column.
– Ask the students to share their responses to Q8 with a partner.
– Allow time for the students to revise and present their Acknowledgments of Country in small groups or to the class.
5 minutes Reflection
• Connect the learning back to the learning intention.
• Were the students’ initial questions answered?
• What scores do the students give for their success and confidence in the lesson?
• Read ‘Take it with you’; can the students add other situations to which they might be able to apply their learning and understanding?
• Don’t sacrifice the reflection time to enable the students to complete the activities. Instead, prioritise the reflection as it can help the students to connect and transfer the skills covered to other areas.
• Establish and support the routine of students scoring their learning confidence at the end of each lesson.
• Allow the students to see and speak about the connections to other classes and situations; this will also allow you to discover their interests and make future connections to other learning.
Variation A: Two 20‑minute sessions to teach one lesson
Teach only Part A or Part B in one class and follow the sequence below. You will need to allow writing time between each lesson, so allocate an extra 20‑minute block to complete each individual lesson.
Variation B: One 20‑minute session to teach one lesson
The students could be asked to complete the writing revisions as homework or at another time. Explicit teaching would cover the entire lesson (Part A and Part B) before independent work. There would be little time for collaboration and sharing of results, but learning could be connected to mainstream teaching and learning to consolidate and extend.
A sample lesson sequence for a 20‑minute class
Timing Focus Implementation guide
2 minutes Establish the learning intention and connect to the students’ prior knowledge
5 minutes Explicit teaching
10 minutes Independent learning
3 minutes Reflection
• Read the learning intention and clarify the key terms.
• Draw connections to prior units, class learning, and life.
• Watch the video.
• Read the workbook notes and clarify the key terms.
• Connect the students’ prior learning to the expectations of the current activity.
• Students complete the activities.
• Check their answers.
• Connect the learning back to the learning intention.
• What scores do the students give for their success and confidence in the lesson?
• Read ‘Take it with you’.
http://mea.
Comparative literacy
Comparative literacy is the ability to read, write, speak, and listen to texts that weigh up the similarities and differences between two or more things. By comparing and contrasting two texts, for example, we notice the parts that are similar and the parts that are different; this process helps us to deeply understand the elements of each text. Comparing things supports us to make connections within and beyond what we are comparing instead of just looking at something by itself. Lots of different types of texts have comparative elements, such as tables, graphs, and diagrams. Purely comparative texts include reviews, essays, and reports that compare two or more things.
Why do we create comparative texts?
Outside of school, writers create comparative texts to help people make choices. For example, product reviews that compare products help people to select which item to buy. By providing readers with the positives and negatives about things such as products, people can make informed choices. In school, teachers often use comparative texts to compare ideas, experiments, methods, and texts to help students make good decisions and to understand their learning better.
1 What is comparative writing?
Comparative writing weighs up two or more things by examining the similarities and differences between them. Writing or reading a comparative text can help people make good choices about what is better, or it can help people understand the parts of the two things at a deeper level.
2 List some comparative texts you might be asked to read, listen to, or write in different subjects.
Comparing food in Food Technology, comparing books in English, comparing methods in Science, comparing strategies in Maths, comparing skills in PE, comparing ancient civilisations in humanities subjects
3 Read the anchor text. This text is a model that will help you to ‘anchor’ your learning as you complete the activities in this unit. It will also assist you to draft your own comparative text. The anchor text was written by a student, just like you.
Rate my confidence
At the end of each lesson, you will rate how confident you are about your progress through the unit. Be as honest as you can; it’s your learning!
4 How confident do you currently feel about reading, writing, speaking, and listening to comparative texts? Give yourself a confidence score out of five. Come back at the end of the unit to score your learning confidence again.
Prompt: Compare and contrast the mythological cultures of Ancient Egypt
and Ancient Greece
Anchor text Comparative essay
Places like Ancient Egypt and Ancient Greece were built on myths and religious beliefs. Egyptian myths were based around life after death, while the Greeks thought their gods had control over every part of their lives. Both societies were similar in how they honoured their gods; however, some of their cultural practices were different. Overall, Ancient Egyptian culture mainly focused on superstitions about the afterlife, while Ancient Greek culture concentrated on living a valuable life worthy of being judged by a deity.
Gods in Ancient Egypt and Ancient Greece were the supreme rulers of everything. Both Ancient Egyptians and Greeks believed in multiple gods; they were polytheistic religions. In Egypt, every god gave guidance over life and represented natural phenomena: childbirth, natural disasters, weather, etc. Egyptians were, for example, dependent on a god’s ability to create rain for harvest. Similarly, the Greek gods each represented an element of life. Everything from music to war or marriage had a god assigned to it. In Egypt, gods were either human, part human, or fully animal. They also symbolised personality. When gentle, a cat; when ferocious, a lion. One of the most honourable gods was Ra, the sun god, known as the ‘king of gods’. In contrast, Greek gods displayed more human‑like features. They saw them with human traits: sadness, jealousy, or anything a human would feel. Zeus was the highly credible ‘leader of gods’ who represented the rain and sky. Overall, both ancient places had similar concepts of their deities but had their own gods.
Both ancient cultures had their own way of worshipping their divine beings. They both built temples to honour their gods and showed the strongest devotion by worshipping them every day. The Egyptians believed in deities such as Anubis, the god of graves, who would lead souls to the afterlife. This enforced a belief in their soul being immortal if they lived a righteous life. The most feared Greek god was Hades, the god of the Underworld, as they believed it was unlucky to say his name because it might get his attention. In both societies, common people were not allowed to enter the temples, that access was only for the priesthood, but the Greeks were still able to offer food and gifts outside the temples and the Egyptians used sacrifices and items to prolong their life. Both societies held many events to honour their gods: festivals, sporting events, sacrifices, parades, and feasts. In summary, people in both societies were as dedicated as each other in showing their materialistic offerings to their gods, they just represented it in different ways.
Repetition
In conclusion, Ancient Egyptians and Ancient Greeks were heavily invested in their religions. Egyptian mythology revolved around the idea of theory and judgement on life. The gods were supreme, and it was a reciprocal relationship between humans and gods. The Greeks also had a strong devotion to their gods, even those with an imperfect image, though their traditional celebrations were more about life compared to Egypt’s rituals of death. Mythology was an essential cultural experience for both ancient societies.
Student author: Amy Le
Homophones
Homophone
Conjunction
Conjunctions
Multisyllabic superlative
Multisyllabic comparative
Pronouns
Conjunction
http://mea.digital/
Comparative comprehension
Part A: Compare (find similarities)
http://mea.digital/ CL1_7_1
164 Comprehension strategies
To learn how to identify the comparative elements in an essay
Sometimes, when we think about comparing things, we only consider the differences. However, looking at how two things are similar can be just as interesting and relevant. When we notice similarities, we can make different types of connections and see things in unexpected ways.
1 Highlight the words in the list below that can be used to show that two things are similar. Both Dissimilar Similarly Share Same
Comparable
Alike
Unalike
Unrelated
Indistinguishable
Uniform
Varying
Identically
In contrast
Opposite
2 The anchor text discusses the similarities between Ancient Greece and Ancient Egypt. What are the similarities between these ancient societies?
The people in both societies worshipped multiple gods and believed that the gods were the supreme rulers of everything. Both Ancient Greeks and Ancient Egyptians built temples to honour their gods and they worshipped the gods devotedly every day.
3 The religion in both Ancient Greece and Ancient Egypt was ‘polytheistic’. What does this mean?
It means that the people in both societies believed in multiple gods.
4 Paragraph three of the anchor text explains the four similar ways that people in both societies worshipped their gods. What are these four similarities?
Both Ancient Greeks and Ancient Egyptians:
• built temples to honour their gods
• worshipped their gods every day
• did not allow common people to enter the temples
• held many events – like festivals, sporting contests, sacrifices, parades, and feasts –to honour the gods.
5 What did you learn about Ancient Egyptians by reading about the similarities they shared with Ancient Greeks?
I learnt that although Ancient Egyptians worshipped multiple gods like the Ancient Greeks, the gods the Ancient Egyptians believed in had more to do with the afterlife than their actual life.
Part B: Contrast (find differences)
Noticing and understanding the differences between two things can help us work out which elements are important in each thing. This process of contrasting two things allows us to see unique features in better detail than if we were just looking at each thing by itself.
6 Circle at least four different words in the anchor text that indicate that Ancient Egypt and Ancient Greece were different.
7 The table below lists the different cultural aspects of Ancient Egypt and Ancient Greece that were discussed in the anchor text. Fill in the table to show how these cultural aspects were different in the two ancient societies.
Cultural aspects
Myths were based on …
Culture was focused on …
Gods looked like …
The people offered gods …
Ancient Egypt
life after death
Ancient Greece
the belief that the gods had control over every part of life
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superstitions about the afterlife
humans who had human traits humans or part humans or animals living a valuable life worthy of being judged by a god
sacrifices and items
food and gifts by placing these outside the temples
8 In each society, the gods represented something different. Show your understanding of this by completing the table below.
Ancient Egypt
The gods represented …
The leader or king of the gods was …
The god who represented death was …
Ancient Greece
Ra, the sun god an element of life life and natural phenomena
Zeus, the god of rain and the sky
Anubis, the god of graves
Hades, the god of the Underworld
What similarities can you find in different texts in other classes this week? Can you find as many differences as well?
I know how to identify the comparative elements in an essay: ______ / 5 TAKE IT WITH YOU
Pause to wonder and connect.
Comparative planning and writing
Part A: Planning for balance
To learn how to plan and draft a comparative essay
There is a lot to balance when you are planning to compare (find the similarities) and contrast (find the differences) two things. Spending the time to make sure you have all the pieces, and they are balanced across both areas, will give you confidence in what you are going to write about.
http://mea.digital/ CL1_7_2 Page 159
Your writing task for this unit is to write a short comparative essay in response to the prompt: Compare and contrast the cultural celebrations of two different countries.
1 Answer the following questions to begin planning your comparative essay.
a Which two countries are you going to compare?
Student answers will vary. For the teacher examples in this unit, we will compare India and the United States.
b Which cultural celebrations are you going to compare? Choose two celebrations per country.
i Country one:
ii Country two:
ST RATEGY
Understand the purpose of the text or feature.
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Brainstorming, researching, and planning
India: Diwali and Onam
The United States: the Fourth of July and Thanksgiving
2 Gather information about each celebration and fill in the ‘what, who, where, when, why, and how table’ on page 158.
3 Using the information you gathered in Question 2, complete the ‘compare and contrast matrix’ below. This will help you to plan how you are going to write about the similarities and differences between the cultural celebrations. Place one celebration from each country in each row of the matrix. Then brainstorm the similarities and differences between the celebrations.
Compare and contrast matrix
Celebrations Similarities Differences
Celebration one for both countries:
Diwali and the Fourth of July
Celebration two for both countries:
Onam and Thanksgiving
• Fireworks
• Celebrated all over the country
• Both are harvest festivals
• People come together to enjoy feasts
• Why it is celebrated
• When it is celebrated
• Exchanging of gifts and worship (Diwali)
• Concerts, sport, carnivals (Fourth of July)
• When it is celebrated
• Celebrated all over the country, versus in one state only
• People dance and play games (Onam)
• People attend parades and eat certain types of food (Thanksgiving)
Part B: Controlling writing
When writing comparatively, we often include multiple ideas in single sentences. The more elements in a sentence, the more difficult it is to control your grammar, punctuation, and sentence structure.
4 Complete the following sentences using your brainstorm from Question 2 and your ideas in Question 3 (only use row three of the table where you compared and contrasted celebration one).
a In similar ways, the celebrations both …
use fireworks as a key symbol of the occasion.
b In contrast, the celebrations …
are commemorated for different reasons.
5 Sometimes, when writing comparatively, we want to compare details in one sentence. Complete the following sentences by adding the details you collected in Question 2.
a While the festival the celebration .
b Even though both occasions are celebrated , the celebration , while the celebration
Fourth of July across each country recognises the day the United States claimed independence from England the Fourth of July goddess of wealth, Lakshmi, involves Hindu, Sikh, and Jain families worshipping the Diwali
Diwali is only recognised on a single day of the year
runs for five full days
6 Using the anchor text as a model, and your ideas from Question 3, write a draft of the first body paragraph of your comparative essay. You can write your draft in the writing pages at the end of this unit. We will continue to write and revise your comparative essay throughout the unit, so for now, draft the first paragraph, knowing it doesn’t have to be perfect because you will revise it later.
I know how to plan and draft a comparative essay: ______ / 5
Try drafting a couple of sentences and then see if you can connect them together using different conjunctions and phrases. That’s how a piece of writing is built: one sentence at a time!
Comparative structures and features
Part A: Comparative essays
http://mea.digital/ CL1_7_3
141
questions to find answers.
To understand, and to know how to apply, the key structural elements and features of a comparative essay
There are many different types of essays. However, the main structural elements and features of all essays are the same; it is only the content, examples, and emphasis that changes between the different essay types. All essays have three main parts:
• introduction: uses a ‘hook’ sentence to engage the reader so they keep reading; introduces the texts or ideas and the question or topic; introduces the main ideas, interpretations, or arguments; and provides an overall contention that responds directly to the question or topic
• body: sets up an interpretation, argument, or idea; provides evidence; explores, explains, analyses, compares, or persuades (depending on the type of essay); and links back to the overall contention, question, or topic
• conclusion: provides the overall contention that responds directly to the question or topic; summarises the main ideas, interpretations, or arguments; finishes with a final engaging sentence.
1 Identify and label the three main parts of the anchor text.
2 Answer the following questions in full sentences to begin building the introduction of your comparative essay.
a Why is it so interesting to compare cultural celebrations (your hook)?
There are so many similarities and differences between cultural celebrations but one thing they have in common is the joy they bring to people.
b Which two celebrations will you compare first in your essay? What are the main ways the celebrations are similar and different?
Diwali and the Fourth of July. While both these celebrations use fireworks as a key symbol of the occasion, they commemorate different things.
c Which two celebrations will you compare second in your essay? What are the main ways the celebrations are similar and different?
Onam and Thanksgiving. Even though these occasions are both harvest festivals, they are celebrated in very different ways.
d Therefore, how similar or different are the two countries’ celebrations?
Overall, while Indian and American celebrations seem to be quite different, they share a surprising number of similarities.
3 Answer the following questions in full sentences to begin building the conclusion of your comparative essay. In a conclusion, you essentially provide the same information you included in the introduction, but you rephrase the information so it’s not identical.
a Overall, how similar or different are the two countries’ celebrations?
Overall, the Indian celebrations of Diwali and Onam are both different and surprisingly similar to the American celebrations of the Fourth of July and Thanksgiving.
b How are the two countries’ celebrations similar?
In both countries, the celebrations are spent with family and friends, as well as in the community by attending festivals, parades, concerts, and sporting events.
c How are the two countries’ celebrations different?
Each cultural event is quite different in terms of when, why, and how it is commemorated, as the events celebrate different things.
d How does the information you have gathered make you think about cultural celebrations differently?
Seeing the similarities between different countries’ celebrations highlights that the world is simply full of people who want to celebrate, and we are not that different after all.
Part B: Short responses
When you are asked to write one paragraph that compares two things, think about setting up the question, giving evidence, exploring it, and linking it to a bigger picture; this will give you enough detail without going around in circles.
4 Build the second body paragraph of your comparative essay by using your plan on page 144 (only use the last row of the table where you compared and contrasted celebration two). Answer the following questions to help you step through the process and to ensure you include all the relevant details in your paragraph.
a Briefly describe country one’s celebration.
Onam is a harvest festival that celebrates the
b Briefly describe country two’s celebration.
Thanksgiving is a harvest blessing that is celebrated homecoming of the mythical King Mahabali; it is celebrated in the state of Kerala in southern India in August or September every year.
c How are the two celebrations similar?
Onam and Thanksgiving are quite similar because they throughout the United States on the fourth Thursday in November every year.
d How are the two celebrations different?
While Onam celebrators attend snake boat races, are both harvest festivals that bless a successful harvest and a productive year.
e How comparable are the two celebrations?
The two events focus on the same type of Thanksgiving celebrators spend time feasting with their family on foods such as pumpkin pie and turkey.
celebration, but how they are celebrated is markedly different.
5 Return to the draft of your comparative essay. Check that the first body paragraph you wrote in 7.2 follows the expected structural elements and features of a comparative essay. Use your answers from Questions 2, 3, and 4 to write an introduction, conclusion, and second body paragraph. At this stage, don’t worry if your paragraphs are out of order. Just label them clearly and keep writing! We will continue to revise and edit your comparative essay throughout this unit.
I understand, and to know how to apply, the key structural elements and features of a comparative essay: ______ / 5
Whenever you are asked to compare things, you need to use the structural elements and features of formal writing. Try practising your essay-writing skills next time you’re asked to write a short response.
TAKE IT WITH YOU
Comparative vocabulary
To understand the impact of comparative language features http://mea.digital/
Part A: Comparatives, superlatives, and equatives
When we compare objects, it is important to be able to show whether they are more or less or equal to each other. We can do this by using comparatives, superlatives, or equatives:
• comparatives: show something is more or less than another thing; generally, comparatives are formed by using: adjective + er + than or adverb + er + than
For example: bigger than slower than
• superlatives: show something is the most or the least of three or more things; generally, superlatives are formed by using: adjective + est or adverb + est
For example: biggest slowest
• equatives: show two things are the same; generally, equatives are formed by using: as + adjective + as or as + adverb + as
For example: as big as as slow as
1 Identify a superlative and an equative in the anchor text.
a Superlative
b Equative
2 Use the following rules to determine the comparative and superlative forms of the words in the table below:
• words with two syllables that don’t end in y, or words with three or more syllables:
– form a comparative by putting ‘more’ in front of the word rather than adding ‘er’ at the end of the word – form a superlative by putting ‘most’ or ‘least’ in front of the word
• there are a few irregular comparative and superlative forms that change the word completely!
3 Highlight and label an example of a multisyllabic comparative and an example of a multisyllabic superlative in paragraph two of the anchor text
Part B: Comparative vocabulary
4 Which of the following words or phrases could be used to show that two things are similar?
• As well as
• In common
• Although
• Uniquely
• Equally
• On the other hand
• By the same token
• However
• On the contrary
• Likewise
5 Which of the following words or phrases could be used to show that two things are different?
• Conversely
• Alternatively
• Identical
• Whereas
• In addition
• Coupled with
• Also
• Likewise
• Instead
• Unlike
6 The paragraph below compares the cultural celebrations of Diwali (India) and the Fourth of July (the United States). Fill in the blanks by choosing appropriate comparative words or phrases.
While/Just as/Whereas
Diwali celebrates the goddess, Lakshmi, the Fourth of July celebrates the United States’ independence from England in 1776. , both celebrations are well known for, and use a lot of, fireworks as part of the events. , they also both celebrate by bringing family and friends together to enjoy feasts. , Diwali is a celebrated over five days, while the Fourth of July is only celebrated for one day.
Likewise/In addition/Equally
Similarly/In a similar way/Equally
In contrast/A difference is/Alternatively
7 Go back to Question 6 and choose a different word for each blank space and write it above your original answer. Does changing these words change the meaning of the paragraph?
Changing the words doesn’t change the meaning of the paragraph because it still shows what was similar and what was different.
8 Return to the draft of your comparative essay. Check your essay for comparatives, superlatives, and equatives. Are these words comparing, showing one thing is greater than, or showing two things are equal in the way you mean them to? Have you chosen exactly the right comparative words to show the relationship between your ideas and evidence? Be as specific as you can.
I understand the impact of comparative language features: ______ / 5
What changes can you make to your writing in other subjects? Get comfortable with revising and swapping words when you are writing. It’s not often we find the right word the first time!
TAKE IT WITH YOU
Comparative syntax
Part A: Cohesive devices – cohesive ties
http://mea.digital/ CL1_7_5
the connecting words.
To understand how cohesive ties and conjunctions impact writing
When a teacher talks about cohesion in a text, they are talking about how the different parts of a piece of writing connect, flow, and make sense as a whole. By identifying cohesive devices (these can be either cohesive ties or conjunctions), we can better understand the connections within texts. If we understand how cohesive devices work, then we can use and control them in our own writing.
Cohesive ties are words or phrases that are used to link different parts of a piece of writing.
Cohesive ties can involve using repetition, pronouns, or substitution:
• repetition: using the same word
For example: The celebration was similar, but the celebration was not the same.
• pronoun: using a pronoun instead of repeating the noun
For example: The celebration was similar, but it was not the same.
• substitution: using a synonym rather than repeating a word.
For example: The celebration was similar, but the event was not the same.
1 Read the following paragraph and answer the questions below.
Onam is celebrated in India and Thanksgiving is celebrated in the United States. They are both harvest festivals where families and friends come together to enjoy feasts; however, the people celebrating Onam eat very different food to those celebrating Thanksgiving.
a What cohesive repetition is used in the first sentence?
b What is the pronoun ‘they’ referring to in the second sentence?
Onam and Thanksgiving celebrated
c What substitution has been used for the phrase ‘families and friends’?
d What substitution has been used for the word ‘feast’.
2 In paragraph three of the anchor text:
a highlight and label two pronouns, two examples of repetition, and two examples of substitution
b draw a line connecting each highlighted pronoun to its noun.
3 The anchor text uses three synonyms for ‘gods’. What are these words?
4 The sentence below is from paragraph two of the anchor text. What is the pronoun ‘it’ referring to?
‘Everything from music to war or marriage had a god assigned to represent it.’
‘It’ is referring to music, war, marriage and everything else. deities, supreme rulers, divine beings eat the people
5 The sentence below is from paragraph three of the anchor text. What are the bolded pronouns referring to?
‘They both built temples to honour their gods and showed the strongest devotion by worshipping them every day.’
a They
b Their
c Them
refers to the Ancient Egyptians and Ancient Greeks
refers to the Ancient Egyptians and Ancient Greeks
refers to the gods being worshipped
Part B: Cohesive devices – conjunctions
Cohesive devices can also be conjunctions. A conjunction is a word that connects words, clauses, phrases, and sentences. Conjunctions have three main functions, they can:
• connect two equal words or independent clauses (for, and, nor, but, or, yet, so)
• connect a dependent clause to an independent clause (while, since, because)
• work in pairs to connect two similar or contrasting ideas (if … then, either … or).
6 Circle the two conjunctions in the sentence below. Draw arrows from the first conjunction to the two clauses it is connecting. In another colour, draw arrows from the second conjunction to the two connecting clauses.
Onam celebrations involve snake boat races, while different American states throw huge parades to celebrate Thanksgiving and this is one significant difference between the celebrations.
7 Identify the conjunction and its function in each phrase in the table below.
Phrase Conjunction Function
Since every culture has its own celebrations …
Every culture has national and local celebrations …
If a culture celebrates nationally, then the people are likely to …
Connects a dependent clause to an independent clause since
Connects two equal words and
Works in pairs to connect two similar ideas if, then
8 a In the anchor text, highlight three conjunctions: one for each function.
b Explain how the conjunction is used in each of the following sentences from the anchor text. i ‘Egyptian mythology revolved around the idea of theory and judgement on life.’
The conjunction ‘and’ is used to show that Egyptian mythology revolved around both the theory and judgement equally.
ii ‘Egyptian myths were based around life after death, while the Greeks thought their gods had control over every part of their lives.’
The conjunction ‘while’ is used to compare what the Egyptian myths were based around and what the Greek myths were based on.
9 Return to the draft of your comparative essay. Identify the cohesive ties and conjunctions. Is it clear what these are connecting?
I understand how cohesive ties and conjunctions impact writing: ______ / 5
Can you see how different words and phrases are connected within and across sentences? What connections can you find in texts in other subjects?
TAKE
Comparative punctuation
Part A: Colons and semicolons
To understand how colons, semicolons, and hyphens are used in writing
Colons (:) and semicolons (;) are punctuation marks that are used in similar ways:
• colons are used at the start of a list of items, before a quote, or to join two clauses (when the second clause is a definition, explanation, or summary of the first)
• semicolons are used to separate independent clauses in a single sentence that do not have a conjunction between them, or to separate items in a list when those items are long or include commas.
1 Identify the function of the colon or semicolon in each example in the table below.
Function of the colon or semicolon
The colon shows the start of a list of items
The colon shows the start of a quote
The semicolon separates two clauses that don’t have a conjunction between them
The semicolon separates two independent clauses that don’t have a conjunction between them
The colon shows the start of a list of items; the semicolons indicate which items in a list are separate when the items are long or include commas
Example
Cultural celebrations can include: parades, feasts, and festivals
Debasish Mridha famously said: ‘Life is a celebration.’
When gentle, a cat; when ferocious, a lion.
Both societies were similar in how they honoured their gods; however, some of their cultural practices were different.
Celebrations are more than just holidays, they are: times for reflection and gratitude; for families and friends to come together and bond; and for communities to connect.
2 Explain why the following sentence from the anchor text has a colon
‘In Egypt, every god gave guidance over life and represented natural phenomena: childbirth, natural disasters, weather, etc.’
The colon is indicating the start of a list.
3 Explain why the following sentence from the anchor text has a semicolon.
‘Both Ancient Egyptians and Greeks believed in multiple gods; they were polytheistic religions.’
4 Decide whether to add colons and/or semicolons to the following sentences. If required, add the punctuation to the sentences.
a The most celebrated holidays around the world include New Year’s Eve, Christmas, and Ramadan.
b Hanukkah is a Jewish celebration Hanukkah is the Hebrew word for ‘dedication’.
c Chinese New Year follows the lunar calendar and is celebrated by setting off firecrackers to scare away evil spirits adorning the streets in lanterns and decorations in the lucky colour red watching parades with stunning displays and fun characters and visiting loved ones.
http://mea.digital/ CL1_7_6 ; ; ; ; : The semicolon connects two independent clauses that don’t have a conjunction between them.
Page 188
of punctuation Connect the punctuation to what is being said.
Page 141
Part B: Hyphens
One way to use a hyphen (‑) is to make a compound word, which is two or more connected words. Compound words can be closed (notebook), or open (living room), or hyphenated (mother‑in‑law).
A compound word must have a hyphen if it is used as a single adjective before a noun (these are called compound adjectives).
For example: This is a child friendly event.
In a compound word, do not use a hyphen when:
• the noun comes before the compound adjective For example: Is this event child friendly?
• the compound word consists of an adverb and adjective. For example: This is a very loud event.
5 Decide whether the following bolded compound words require a hyphen or not.
a It was an eye opening event.
b The event was eye opening
Yes: eye‑opening
No: eye opening
c The parade used some high tech equipment.
Yes: high‑tech
d All the celebrities at the concert were well known
No: well known
6 a Find the compound word that has a hyphen in the anchor text.
human‑like
b Find at least two closed compound words (these do not have a hyphen) in the anchor text.
priesthood, afterlife, childbirth, Underworld
7 There are rules around when you should use a hyphen when adding some prefixes and suffixes to create new words. Brainstorm other words as examples of the rules in the table below.
When to use a hyphen
Examples
When adding an affix would create a double vowel or an unnecessary double letter anti‑inflammatory, shell‑like
When the base word is capitalised or is a number pre‑COVID, mid‑1950s
When adding the following prefixes: self, ex, all, high, low, post self‑assured, low‑interest
When adding the following suffixes: like, type, wise, style, elect, free, based creative‑type, home‑style, nut‑free
Other examples
anti‑ageing, mega‑angry, semi‑independent
anti‑American, post‑1990, post‑Christmas
ex‑husband, all‑inclusive, high‑powered
wheat‑based, life‑like, school‑wise
8 Return to the draft of your comparative essay. You may not need to use colons, semicolons, or hyphens in your essay; however, read your draft carefully, noticing any lists, multiple independent clauses, or potential compound words and apply the punctuation required. Check your essay again to make sure all the punctuation is accurate: particularly around quotes and the use of commas as these areas often have errors.
I understand how colons, semicolons, and hyphens are used in writing: ______ / 5
Colons, semicolons, and hyphens can be used in any text type. Find these punctuation marks in different texts in other classes. Are you surprised how many you can see?
TAKE IT WITH YOU
Page 141
Page 195 Bases and affixes
Connect the word to its function.
STRAT E GY
Page 159
Page 188 Types of punctuation
http://mea.digital/ CL1_7_7
Comparative spelling
To understand the relationship between spelling and meaning
Part A: Homographs, homophones, and homonyms
We cannot spell all English words correctly by simply matching the pronunciation of a word with certain letters. This fact is highlighted by homographs, homophones, and homonyms:
• homographs: words that are spelled the same but have different meanings or pronunciations
• homophones: words that are pronounced the same but have different meanings or spelling
• homonyms: words that are pronounced or spelled the same but have different meanings
These rules are summarised in the table below.
homograph (same) (writing)
same spelling different pronunciation
homophone (same) (sound)
different spelling same pronunciation
1 Add other examples of the three types of words to the table below.
Consider the meaning and pronunciation of familiar parts of the word ST RATEGY Page 141
Page 191
The history of spelling
2 Highlight five different homophones in paragraph one of the anchor text
2wo
Two
TMany homophones are spelled differently to make it easier to spot their different meanings. To help us work out how to spell these words, we can think about the function and meaning of the words.
3 In the table below, write a tip to help you remember how to spell each homophone.
Homophone Spelling tip
Homophone Spelling tip tale ‘Story’ ends in the sound /e/ like ‘tale’ ends in the letter e tail
You need to carry a load on the road suit scale pen ring letter to, two, too pear, pare flower, flour bear, bare tail, tale bass close tear wind lead
The l is at the back, like the tail of a dog road rode week weak
We seek the week to be over
The past tense of ‘ride’ (change the i to o)
The e is not strong enough to make the sound by itself, it needs the a
4 What homophones do you find confusing? How might you be able to remember them in the future?
Part B: Relationship spelling
Let’s look at the suffixes ‘ible’ and ‘able’, which both mean the same thing:
• ‘able’: generally, if the base word is a whole word, add ‘able’
• ‘ible’: generally, if the base word is not a whole word, add ‘ible’.
5 Each of the following words ends in the suffix ‘able’ or ‘ible’. What is the base word for each of these terms? Note that, for some words, the e at the end is removed before a vowel suffix is added.
a Valuable
b Honourable
c Credible
Cred Plaus Honour Value
d Plausible
6 Complete the table below by adding either ‘able’ or ‘ible’ to each free or bound base.
leg edit predict invis imposs prefer bear horr sens play pass size
ible able able ible able ible ible able ible able able able
Now let’s look at the suffixes ‘ent’ and ‘ant’. The suffix ‘ent’ is far more common than ‘ant’, but there are other ways to work out which suffix to use:
• if an adjective ends in ‘ance’, then the noun ends in ‘ant’
• if an adjective ends in ‘ence’, then the noun ends in ‘ent’
• if a verb ends in ‘ate’, then the noun ends in ‘ant’.
7 a Underline at least three words that use the suffix ‘ant’ or ‘ent’ in the anchor text
b Investigate why ‘ancient’ is spelled with ‘ent’.
Because the ‘ci’ makes the /sh/ sound
8 Complete the following table, noticing the spelling patterns used throughout.
I always struggle with ‘there’ and ‘their’; maybe I can see the ‘here’ in there and the ‘he’ in their to help me remember the difference between these words. confident dominant accidence brilliance
‘ent’ or ‘ant’ ‘ence’ or ‘ance’ ‘ent’ or ‘ant’ ‘ence’ or ‘ance’ brilliant accident dominance confidence
9 Return to the draft of your comparative essay. Check and edit your essay for spelling. Read your writing slowly and carefully. You can even read backwards so you notice the individual words rather than read what they are saying; you are more likely to notice any spelling errors this way. Have you included any words that end in ‘ent ‘or ‘ant’? Did you spell these correctly?
I understand the relationship between spelling and meaning: ______ / 5 TAKE IT WITH
Is there a word where the suffix always trips you up? Take the word back to the base and then look up to see if there is a reason the suffix is spelled the way it is: if you know it, you’re more likely to remember it.
http://mea.digital/ CL1_7_8
Comparative speaking and listening
Part A: Observation skills
To understand how to actively observe and speak with purpose
When you have good observations skills, you notice more than just the significant details, but also the subtle similarities and differences. Observation skills can be broken down into aural skills (what you hear) and visual skills (what you see); you can use these skills to help you understand and interpret whatever you might be viewing.
1 Watch the video about different school lunches around the world (http://mea.digital/CL_jok9).
RATEGY
2 Choose four countries from the video and complete the following ‘multi‑comparative organiser’ to identify the similarities and differences you observed and understood from the video. Identify and understand the pieces of the text.
Page 167
Brainstorming, researching, and planning
Brazil
• Food is a constitutional right in Brazil.
• For lunch, students eat rice, beans, fruit, and vegetables.
Multi‑comparative organiser
United Kingdom
• For lunch, students eat vegetables such as potatoes, legumes, proteins such as fish, and dessert.
Similarities
• Students around the world eat a variety of foods for lunch.
• Some lunch foods are sweet and some are savoury.
• Lunch is considered to be important around the world.
South Korea
• Every school student receives free school lunches.
• For lunch, students eat soup, rice, kimchi, meat, and vegetables.
• The students’ lunches are served on steel trays that have sections to make sure the different food groups are correctly portioned.
Finland
• Finland was the first country in the world to provide free school lunch to every student.
• By law, school lunches must be highly nutritious.
3 Re‑watch the video and add any new observations to the above organiser in a different colour.
4 How does re‑watching something make it easier to observe new and different elements? When I re‑watched the video, I picked up on things I didn’t notice the first time. When watching the video for the second time, I discounted the information I had already recorded so I was just looking for new information.
Part B: Formal debates
A debate is when an issue or topic is argued in a formal way. People compete in debate competitions, where two teams take opposite sides to a specific question. Competitive debates are judged against three criteria: content (matter), style (manner), and strategy (method). In formal debates, there is an affirmative (agreeing) team and a negative (disagreeing) team. Each debate team has three speakers, who are called first, second, and third speakers.
5 Complete the table below by coming up with some arguments for the affirmative team and the negative team in response to the statement.
Statement: There are too many public holidays celebrated in Australia
Affirmative team First speaker:
In Australia, we already have 52 weekends, or 104 days of weekend rest, so why do we need another seven national public holidays and up to three other state holidays every year?
Second speaker:
Public holidays destroy small businesses as owners can’t afford to pay double time for holidays and, if the businesses do open, then the customers have to pay a holiday surcharge on top of their bill.
Third speaker:
Comparing ourselves to other countries isn’t helpful; how many hours we work is not the question. Public holidays force people to stop work and school at a time that is not beneficial to them. Public holidays don’t help anyone and cause too much disruption.
Negative team
First speaker:
Iran has 27 days of public holidays a year and Sri Lanka has 25 days; Australians only have seven days, not even one a month!
Second speaker:
Eight hours labour, eight hours recreation, eight hours rest: this idea of the 40‑hour week was coined in 1817; society is very different to how it was over 100 years ago.
Third speaker:
The hours we work have changed. People do not just work between 9–5, Monday to Friday anymore, so weekends are irrelevant to the debate, and small businesses know exactly when public holidays fall in the year so they can plan ahead. Public holidays are beneficial to improve people’s mental health.
6 Find a partner to conduct a mini debate. Your topic is: Australians should not celebrate non‑traditional holidays, such as Halloween. Each person should brainstorm different ideas and evidence and then you have 30 seconds each to present your ideas. You are allowed another 30 seconds to rebut your partner’s arguments after you have both spoken. What do you want your audience to observe and learn from your presentation?
What can you observe about a text in another class this week? Try taking a second look at it and see if you find something new each time you read or watch the text. I understand how to actively observe and speak with purpose: ______ / 5
Every year at the start of the Hindu new year; the exact dates change each year, but it occurs in October or November for five days
Why is it celebrated? (Choose one reason)
How is it celebrated?
To worship the Hindu goddess of wealth, Lakshmi
A harvest festival
The Hindu people of Kerala
The state of Kerala in southern India
Every year, in August or September, for 10 days
Thanksgiving The Fourth of July
Independence Day
All Americans; it’s a national holiday
All over America
A harvest blessing
All Americans; it’s a national holiday
All over America
People watch fireworks, light lamps and candles, wear their best clothes, exchange gifts and sweets, enjoy feasts, decorate the front of their houses with flower patterns, and clean their homes
To celebrate the homecoming of the mythical King Mahabali
Every year on 4 July
People wear new clothes, enjoy feasts, dance, play games, and partake in snake boat races
To celebrate the United States claiming independence from England
Every year, on the fourth Thursday in November
To mark the occasion when the colonists invited the Indigenous Americans to celebrate the first harvest
People watch fireworks, attend parades, carnivals, and concerts, have BBQs and picnics with friends and family, and watch baseball games
People attend parades and football games, spend time with family and friends, and eat feasts (specifically, turkey, cranberries, and pumpkin pie)
7.9
Teacher connections: Comparative literacy
A sample lesson sequence for a 50‑minute class
Timing Focus Actions Implementation guide
5 minutes Establish the learning intention and connect to the students’ prior knowledge
• Read the learning intention and clarify the key terms.
• Draw connections to prior units, lessons, class learning, and life.
• Students document current and future learning.
Before you teach
• The formality and structure of the essay is a focus in this unit.
• There are very few technical terms that could confuse the students.
• The main technical terms are comparatives, superlatives, equatives, and cohesive devices (both cohesive ties and conjunctions generally).
• Check the Literacy How‑to section before the punctuation and spelling lessons in particular. Prior knowledge activation
• Play a round of ‘think‑pair‑share‑collaborate’:
– ask the students an open question about the topic and give them at least 30 seconds to think about it
– get the students to discuss their thinking in pairs before joining with another pair to come up with a consensus
– each group shares its consensus with the class.
5 minutes Explicit teaching
• Watch the video.
• Read the workbook notes and clarify terms for Part A.
• Connect to the students’ prior learning.
• Students to ask any questions they have.
5 minutes Collaborative learning
10 minutes Independent learning
• Complete the first part of each activity as a class.
• Students to complete the rest of each activity in pairs.
• Students complete the activities in Part A.
• Check their answers.
• 7.0 Introduction:
– Split the class into two teams: one team brainstorms the similarities between comparative texts and persuasive texts, and the other team brainstorms the differences between these text types.
– Write these similarities and difference on the board before students complete Q1 and Q2 individually.
• 7.1 Comprehension:
– The questions can be discussed as a class before the students write their answers independently. Ensure the students have accurately answered Q4 before moving on.
– Allow extra time to discuss Q5.
• 7.2 Planning and writing:
– Devise a list of countries as a class or provide countries for the students to focus on.
– Walk the students through the ‘what, who, where, when, why, and how table’ before asking the students to gather information for Q2.
– Ensure the students have completed the table on page 158 before they start Q3.
• 7.3 Structures and features:
– As a class, discuss the similarities and differences between an introduction and a conclusion.
– Emphasise the connection between the planning the students completed in 7.2 and their responses to Q2 and Q3.
– Ensure the students’ answers to Q2 and Q3 are accurate as they will use these responses to write their essay.
Timing Focus Actions Implementation guide
• 7.4 Vocabulary:
– Discuss the rules relating to comparatives and superlatives before completing the table in Q2.
• 7.5 Syntax:
– Spend time discussing cohesive ties and ensure the students can accurately identify all three types (repetition, pronoun, substitution) before the students start the activities.
• 7.6 Punctuation:
– Ensure the students understand the different functions of colons and semicolons by checking their responses to Q1.
– Get the students to complete the remaining questions and share their responses with the class.
• 7.7 Spelling:
– For Q1, you can brainstorm examples of homographs, homophones, and homonyms as a class. You can make the brainstorm as big (or as competitive) as you like!
– From their work in Part A, the students should recognise how many homographs, homophones, and homonyms are in our language.
– The students can share their responses to Q3; the students can change their responses if someone comes up with a spelling tip that resonates with them.
– Take Q4 seriously; the students can share their responses with the class.
• 7.8 Speaking and listening:
– Watch the video before explaining the ‘multi‑comparative organiser’.
– The students can complete the organiser in small groups.
– Build a class discussion around Q4.
5 minutes Explicit teaching
• Read the workbook notes and clarify terms for Part B.
• Connect to the students’ prior learning.
• Students to ask any questions they have.
5 minutes Collaborative learning
10 minutes Independent learning
• Complete the first part of each activity as a class.
• Students to complete the rest of each activity in pairs.
• Students complete the activities in Part B.
• Check their answers
• 7.0 Introduction:
– The anchor text is sophisticated for this level. However, there will be plenty of time for the students to engage with and explore it so, for now, read the anchor text aloud (acknowledging that essays are not written to be read aloud!).
– Get the students to identify any vocabulary or sections in the anchor text that they found confusing.
• 7.1 Comprehension:
– Get the students to share their responses to Q6; the students can add to their annotations.
– The students can work in pairs to complete the tables in Q7 and Q8.
– To make the identification of similarities and differences easier, some students might like to colour code the anchor text: one colour for similarities between Ancient Egypt and Ancient Greece, and another colour for differences.
Timing Focus Actions
Implementation guide
• 7.2 Planning and writing:
– The students may need support to complete the questions in Part B (particularly Q6, where they connect their responses to their draft body paragraph).
– Allow time for the students to experiment with and share their responses to the Part B questions.
– You may need to allocate more class time to complete both Part A and Part B, as there is a lot of information in this lesson for the students to process.
• 7.3 Structures and features:
– In this lesson, the students write three draft paragraphs. However, all three paragraphs are built through their responses to questions; so ensure the students have answered the questions accurately.
– Some students may need a worked example of how to turn their answers into a paragraph.
• 7.4 Vocabulary:
– Discuss what type of words might be needed to complete Q6.
– Make the connection with these types of words to the vocabulary choices students are making in their essays.
• 7.5 Syntax:
– Ensure the students understand what a clause is before they respond to Q6.
– Check the students’ responses to the questions in Part B and discuss the impact of conjunctions in other texts.
– Students may want to highlight the conjunctions or draw connections with the cohesive ties in their own writing.
• 7.6 Punctuation:
– Allow the students to attempt Q5 independently. Then, ask the students to share their answers with the class to check their responses are accurate.
– For Q7, the students might brainstorm responses in groups. The examples can be shared with the class to enable everyone to write down many examples.
• 7.7 Spelling:
– Spend time discussing free and bound bases.
– Get the students to share their answers to Q5 and Q6.
– The students may want to brainstorm other words and find any that don’t seem to follow the rule of when to use ‘ible’ or ‘able’ (and find out why!).
– You will need to discuss adjectives, adverbs, and verbs before the students complete Q7 and Q8.
Timing Focus Actions Implementation guide
• 7.8 Speaking and listening:
– Class debates can be kept simple or built into something formal, depending on the group and need.
– Teams of students can work together to build the arguments for Q5.
– The students can use their responses to Q5 to complete the speaking and listening task (rather than the alternative).
– Ensure you allocate extra time for the students to brainstorm, draft, prepare, and present their tasks; the students can present either in small groups or to the whole class.
5 minutes Reflection
• Connect the learning back to the learning intention.
• Were the students’ initial questions answered?
• What scores do the students give for their success and confidence in the lesson?
• Read ‘Take it with you’; can the students add other situations to which they might be able to apply their learning and understanding?
• Don’t sacrifice the reflection time to enable the students to complete the activities. Instead, prioritise the reflection as it can help the students to connect and transfer the skills covered to other areas.
• Establish and support the routine of students scoring their learning confidence at the end of each lesson.
• Allow the students to see and speak about the connections to other classes and situations; this will allow you to discover their interests and make future connections to other learning.
Variation A: Two 20‑minute sessions to teach one lesson
Teach only Part A or Part B in one class and follow the sequence below. You will need to allow writing time between each lesson, so allocate an extra 20‑minute block to complete each individual lesson.
Variation B: One 20‑minute session to teach one lesson
The students could be asked to complete the writing revisions as homework or at another time. Explicit teaching would cover the entire lesson (Part A and Part B) before independent work. There would be little time for collaboration and sharing of results, but learning could be connected to mainstream teaching and learning to consolidate and extend.
A sample lesson sequence for a 20‑minute class
Timing Focus Implementation guide
2 minutes Establish the learning intention and connect to the students’ prior knowledge
5 minutes Explicit teaching
10 minutes Independent learning
3 minutes Reflection
• Read the learning intention and clarify the key terms.
• Draw connections to prior units, class learning, and life.
• Watch the video.
• Read the workbook notes and clarify the key terms.
• Connect the students’ prior learning to the expectations of the current activity.
• Students complete the activities.
• Check their answers.
• Connect the learning back to the learning intention.
• What scores do the students give for their success and confidence in the lesson?
• Read ‘Take it with you’.
ST RATEGY
Comprehension strategies appear throughout this book; look for them in the margins, just like this! Each strategy margin note is placed next to an activity where using that strategy will help you answer the question.
Literacy How‑to: Comprehension
Comprehension is the ability to understand something. When reading or listening to a text, there are different levels of comprehension to consider:
• How well do you understand the words? Do you know what the words mean?
• How well do you understand the sentences? Do you know what the sentences are saying?
• How well do you understand the whole text? What is the whole text saying? What is the purpose of the text?
Comprehension
strategies
Strong readers use a variety of comprehension strategies to support their understanding of a text at the word, sentence, and whole‑text level.
Comprehension strategies: When a word doesn’t make sense
Comprehension strategy Elaboration
Connect the word to its function.
Connect to the feeling of a word.
Consider the meaning and pronunciation of familiar parts of the word.
Find the parts to connect to the whole.
How is the word used in the sentence? Is the word describing something, or explaining what something is doing, or connecting two ideas? Identify what the word is doing.
Is the word used in a positive or a negative way? How does the word make you feel? Connect to the emotion of the word.
Do you know part of the word? Do you know what the prefix or the suffix means? Does the word sound like another word you do know? Do parts of the word sound like other words you know? Find as many familiar parts in the word as you can.
Notice smaller parts of the word. Is there a clear base word that you can connect to the affixes? Is the word a combination of different words put together? Identify the pieces of the word and then connect them to make meaning.
Search for clues. Look at the sentence surrounding the word: are there any clues to the word’s meaning? Don’t consider the word in isolation; instead, look at how it interacts with other words, how it interacts with punctuation, and what its purpose is within the sentence as a whole.
Substitute and simplify. Is there a more familiar word that is a synonym for the word you don’t know? Look up the word in a dictionary and then substitute the synonym in the sentence.
Comprehension strategies: When a sentence doesn’t make sense
Comprehension strategies
Connect the punctuation to what is being said.
Connect the subject and the predicate.
Connect with the function of the sentence part.
Connect with the language choices.
Delete the ‘fluff’.
Notice the connecting words.
Elaboration
Did you skip over any of the punctuation? Read the text again and, this time, focus on the punctuation. Look for complex clauses, quotes, and other ‘meaning’ created by the punctuation. Work backward from the punctuation to what is being said.
What is the subject and the predicate of the sentence? Is there more than one clause (and therefore more than one subject and predicate)? Identify the sentence’s critical elements and descriptive details to help you make sense of the sentence.
How is the sentence built? What are the different pieces making up the sentence? Which parts of the sentence make sense, and which parts do not make sense? What are the different parts of the sentence doing? Are they describing, connecting, or explaining?
The words in a sentence are chosen specifically. What is the specific meaning, connotation, and purpose of the words in the sentence? Connect with the precise meaning as well as why those words were chosen.
What descriptive words and phrases are used around the subject and predicate? These give a lot of information, but often can be ignored initially until you work out what the base of the sentence is about. Try ignoring these descriptive elements, or you can draw a line through them so you can read the core parts of the sentence more clearly.
Are there any conjunctions (joining words) in the sentence? Are there any pronouns, synonyms, or repetitions of words connecting parts of the sentence? Identify where parts of the sentence are connected to help see the relationship between the words in the sentence.
Re‑read the text at a slower pace and notice each word.
Did you read the sentence so quickly that you missed a small (but critical) word? Try slowing down and make sure you read each word.
LITERACY
Comprehension strategies: When a whole text doesn’t make sense
Comprehension strategies
Annotate and make notes.
Ask questions to find answers.
Identify and understand the pieces of the text.
Pause to wonder and connect.
Re‑read the text at a slower pace to search for specific information.
Skim and scan the text for specific information.
Elaboration
Can you ‘see’ how the text is put together overall? Try numbering and labelling paragraphs, underlining keywords or phrases, highlighting evidence and facts, circling unfamiliar words, paraphrasing sections, and/or summarising the information. These types of annotation and note‑making activities allow you time to process the text and connect the pieces of the text.
What questions do you have about the text? If you can ask the right question, you can often unlock your confusion. To find the answer you are looking for, try asking both general and specific questions.
Can you identify the different parts of the text? Try using a graphic organiser to categorise the pieces (see the brainstorming, researching, and planning tables). However, simply identifying the pieces is often enough to find meaning in a text overall.
Sometimes, we need to stop and give our brain time to process what we are reading. Consciously pausing our reading and actively spending time questioning, considering, wondering, and speculating can be an invaluable way to spend your reading time.
Sometimes, it is good to skim and scan, but other times it is more useful to slow down and re‑read sections word‑by‑word, noticing punctuation, descriptive words, cohesive ties, and conjunctions; these are the elements you might have missed or misinterpreted when you read the text the first time.
Whether you are trying to find the answer to a specific question, or to find clarity about something that hasn’t made sense, practising skimming and scanning a written text looking for keywords, connections, and meaning is a strategy strong readers use all the time.
Understand the purpose of the text or feature.
What are the structures and features of the text that have been used to achieve the overall purpose? Use your prior knowledge of these elements to help you work out how the text has been put together and what it is trying to say.
Literacy How‑to: Planning and writing
Brainstorming, researching, and planning
Brainstorming and thinking strategies
But why?
Sample
Q: Why does …
A: Because …
Q: But, why?
A: Because …
Q: But, why?
A: Because
Categorised table
Cluster web
Comparative y‑chart
Explanation
The initial question is asked and answered in a single statement. Then the question, ‘But, why?’ is asked in response to the initial answer. From here, the answer can either add details to the initial answer, or it can give an alternate answer to the initial question. This activity can be used to either come up with lots of different ideas or to add depth to one idea. The question, ‘But, why?’ can be asked as many times as necessary.
In this table, each row is broken up into cells (the number of cells in each row can vary). The label of each cell reflects a specific element. The table can be built to show the parts of a text or scenario. Or, the table can be used to support students to think of all the different parts of a text or scenario.
Similar to a concept map (but more rigid), the cluster web sets a certain number of categories; this helps to focus your brainstorming. Examples, facts, ideas, and opinions can be written on the web. Make sure there is an equal focus on each category.
This chart uses the same principles and processes as a y‑chart; except, each section is broken into two. This way, you can brainstorm the ideas or texts separately and then compare the responses in each section.
Book/Unit
All books
Book 1 Unit 6
Book 2 Unit 6
Book 2 Unit 7 Concept map
In a concept map, a topic or question is written in the middle box and then ‘arms’ are added to categorise different ideas and sections. Each arm can be extended into further arms if required.
Book 3 Unit 1
Lotus diagram
This diagram can be used to categorise and dig into many different options. The initial topic or question is written in the centre square and up to eight different categories or ideas are added to the boxes around the central square. These eight ideas are then re‑written in the corresponding square and then each are brainstormed again to find evidence, quotes, further facts, definitions, etc.
Book 3 Unit 5
Brainstorming and thinking strategies
Sample Explanation
Narrative map
Network tree
Spider map
SWBST Someone: Wanted: But: So: Then:
Y‑chart
Cycle graph
This map can be used to create a visual representation of a narrative’s plot. You can also layer relevant setting details over the plot, highlight key character features, and determine what overall main message or theme is being presented throughout a text.
A network tree can be used in different ways: it can sort information into different categories, or break up a brainstorm into specific areas. The tree begins with an initial topic, question, idea, or statement. Then, different ‘arms’ can be added to extend out from the initial cell. Each arm has its own heading; evidence, ideas, or points can be added under these headings.
Like a concept map, a spider map can be used to set a topic and categorise four different areas of thinking. Each ‘thread’ off the four arms can be linked to different facts, examples, quotes, or evidence to support the idea.
‘SWBST’ is a technique to help summarise a story or event. Each word prompts a question to be answered in order. For example:
SOMEONE Chicken Little and his friends WANTED to go and tell the king the sky was falling down BUT Chicken Little kept running into more friends SO the fox saw an opportunity for a feast THEN the king came to save Chicken Little and his friends and tell them it was an acorn, not the sky, that fell.
In a y‑chart, allocate a specific focus point in each section of the Y. These points are often ‘look’, ‘feel’, and ‘sound’, but they can be anything relevant to the topic. Then, add different examples, facts, ideas, or opinions to each section.
Researching strategies
Sample Explanation
This graph connects ideas by showing how one element reacts to and impacts on another. You can start in any section, and different sections can be added if necessary. The main connection is to consider how the last element connects to the first element and begins the cycle again.
Book/Unit
Books 1, 2, 3 Unit 3
Book 1 Unit 1
Book 2 Unit 5
Book 1 Unit 6
Books 1, 2 Unit 5
Book/Unit
Book 3 Unit 6
Double‑entry diary
Researching strategies
Sample
Events and consequences log
Five Ws and H
Flower chart
Learning log
Multi comparative organiser
Research notes table
Explanation
When you are researching, use a different table for each resource. First, write the title and author (and any other information you need for your bibliography) in the ‘citation’ box. Then work between the two boxes by adding quotes you might use in the left box and adding comments, keywords, and ideas that you can draw from in the right box. Try not to write too many full sentences.
In this log, an event is given a title and then you write a short summary of the event (this can be in dot points). The direct consequences of the event are summarised in the corresponding column. Other rows can be added, or the events can be added after the consequences.
The five Ws and H (who, what, when, where, why, and how) can be asked or set up in a table to guide a response. It can also be used comparatively (similar to in Unit 8).
The topic or question is written in the middle of the flower chart, and then key categories are placed in the petals. This chart can have as many petals as required, depending on the information to be collected. Using this chart is a good way to focus research into specific areas.
In a learning log, write relevant notes from class or reference material in the ‘note‑taking’ column. Once all the notes are collected, rewrite, collate, and categorise the notes in the ‘note‑making’ column.
This organiser can be used to compare and contrast four different elements, texts, ideas, etc. The title of each element is written into one of the outside areas and anything specific to that element is dot‑pointed in that area. Any similarities between all four elements are written in the middle. Any similarities between only two or three sections, for example, can be highlighted in different colours.
In this note‑taker table, fill in the top two boxes first. Alternate between using direct quotes from texts and adding words, phrases, and questions to the left‑hand box. Once you have enough information, you can start the bottom box and think about the main ideas being presented and the key information. If you haven’t been able to answer some of the questions you come up with, go back to your research and add more details. Repeat the process as many times as you need.
Book/Unit
Book 1 Unit 2
Book 1 Unit 7
Book 3 Unit 5
Book 1 Unit 7
Books 1, 2, 3
Unit 4
Source analysis summary template
Researching
strategies
Sample Explanation
This graph can be filled in out of sequence. For example, you might like to complete the key terms before attempting to answer the question.
Planning strategies
Sample Explanation
Category table Category
Comparative bug table
Comparative table
Compare and contrast matrix
Essay planner
Evidence planner
This table allows information to be categorised into specific elements and then sequenced once all the information is collected. The table can be completed out of sequence, depending on how the information is collected and then processed.
The ‘legs’ in this comparative table allow you to add specific evidence, quotes, or facts to the different sections. The ‘bug’ can have as many ‘legs’ as required. If necessary, add an ‘antenna’ to the ‘same’ box, so evidence can be added here too.
This classic comparative table allows you to compare two objects, texts, or ideas. Each element is allocated a ‘differences’ column and the elements share the ‘similarities’ column. Information can be colour coded or linked between the differences once the brainstorm is complete.
Set up this matrix by writing the topics, ideas, or texts to compare at the top of the columns, and then write different attributes or areas to consider in each row. This way, you don’t have to work to fill in the boxes; instead, brainstorm different areas that make the most sense and build from there.
In this essay planner, write the question clearly at the top to keep it at the front of your mind. The overall contention (the way the question is going to be answered) may be completed after the rest of the planner is completed, so you can take everything into account. In this way, the planner does not have to be completed in order, but evidence can be collected and then reasons and ideas are added.
In this planner, identify the different ideas you have for a topic, and then write the evidence underneath. You might have more than one piece of evidence, different types of evidence, or the evidence might connect between the different ideas (this depends on the text type and purpose).
Book/Unit
Book 1 Unit 5
Book/Unit
Books 1, 2, 3 Unit 4
Books 1, 2, 3 Unit 7
Books 2, 3 Unit 5
Persuasive writing planner
Planning strategies Sample Explanation
Sequencing steps organiser
Short story planner
Step‑explain organiser
Step‑through organiser
Story map
The overall contention should be placed in the ‘main idea’ box and should be referred to in each different argument. The idea is that the arguments and evidence can be ‘seen’ clearly on one page so any repetitive or unusual ideas can be easily spotted and fixed before you start drafting.
Each row of this organiser can be numbered or given a title. Then, information is written in the relevant row. Alternatively, all the information can be gathered and separated into individual rows and then the appropriate order for the information can be allocated afterwards.
Like the story organiser, this planner can be used as a planning or summary template. The key events section can be completed before or after the characters and setting sections; however, the idea is that the theme and main message is considered at the end once all the main pieces of the story are laid out to investigate and consider.
This organiser is a great way to sequence steps in detail. Each step is summarised briefly in the first column and then explained more fully in the second column.
You can use the word prompts in this organiser to step you through, for example, sequencing instructions, or the events of a story, or historical events. Words can be added or deleted depending on how many steps are required.
Like the story organiser, this story map can be used as a planning or summary template. The event boxes can be completed before or after the character, setting, and theme boxes; however, it is best to complete the event boxes in order. This story map ensures you capture all the key elements of a classic story arc and helps you see how the events flow together.
Book/Unit
Story organiser
This story organiser can be used as a planning template to build the main elements of a story, or as a summary template to identify the key elements of another person’s story. Each section can be completed in any order; although, when using this as a planning template, it is ideal to consider the goal, problem, and conflict before the main events.
Book 1 Unit 2
Books 1, 2, 3 Unit 3
Book 2 Unit 2
Book 3 Unit 2
Turning a plan into a draft
Even when we spend time brainstorming, writing a plan, and talking about the structural elements and features of a piece of writing, we can still struggle to work out how to turn our plan into a draft. What are the steps between writing a plan and starting the draft? How do you bring together all your brainstorming and planning into a piece of writing? The following steps will help you:
1 Identify where and how your plan connects to the writing task:
• connect the structures of the task to your plan; draw lines from specific parts of your plan to the relevant structural elements of the writing task
• have the structure sitting next to your plan as you are drafting, or annotate the structure with your plan, so you know the order and the focus of each part as you start writing.
2 Consider the audience and purpose of the writing task:
• decide on the type of language and the tone that is appropriate for the audience and purpose
• decide whether you need to use a formal register or specific technical language; having a list of academic or technical words next to you as your write can help you find different ways to express yourself without having to rely on remembering them in the moment.
3 Have confidence that your first draft doesn’t have to be perfect:
• if you can get down the foundations of your writing task, then you can work through and make informed choices about the language and specifics of the piece along the way
• good writers have the confidence to experiment with the words they choose; words won’t always work exactly right, or come out perfectly straight away; keep experimenting to see what does and doesn’t work … that’s what drafting means!
Finding appropriate evidence
For many different types of writing, it is important to find appropriate evidence to support your ideas, interpretations, and arguments. Remember that your ‘evidence’ will be different, depending on what type of text you are writing.
Research task Facts and statistics, keywords and definitions, explanations, results, case studies
Persuasive writing
Source analysis
Self‑reflection
Visual analysis
Persuasive devices, tone, audience, purpose, structural elements
Direct quotes, statistics, ideas and arguments (all from the source)
Anecdotes and recounts, descriptions, visuals
Visual composition, characterisation, lighting, colour, framing and angles
Evidence and text responses
When writing a text response, the evidence can include:
• details of the plot (actions)
• descriptions of the characters and/or the setting
• identification and discussion of literary, cinematic, or narrative devices
• direct or paraphrased quotes (about the plot, characters, setting, or devices).
Finding evidence to support your interpretations: Whenever we come up with an idea or interpretation of a text, we need to support our opinion with evidence. Remember that it is easy to fall into the trap of simply retelling the plot! To explain where your thinking came from, draw evidence from across different aspects of the text.
For example:
Interpretation: Goldilocks should have been punished for her crimes
Plot Character Devices Setting
Goldilocks broke into a house and stole food, broke property, and then ran away. These are all crimes and should be punished.
Goldilocks never thought what she did was wrong, nor did she apologise.
Evidence and research reports
The repetition of Goldilocks trying the father’s, mother’s, and child’s food and possessions reinforces how many times she chose to do the wrong thing.
When writing a research report, the evidence can include:
• details of key information (the topic)
• descriptions of keywords and/or definitions
• identification and discussion of facts and statistics
The story was set in an isolated forest, in a family home; the bears were unprotected and were very trusting (they left their door open).
• direct or paraphrased quotes (using information, keywords, definitions, or facts).
Finding evidence to support your interpretations: Collating research from multiple sources and bringing it all together into your own words is a difficult task. Try to find a balance between the information you are presenting and the evidence you are using to support the information. This will help to create flow and clarity in your writing. Think about the different areas (or the specific areas your teacher has nominated) and, before you start writing, plan to respond to each area. For example:
Topic: What we don’t know about the human body
Key information
Keywords
There are still more questions than answers in regards to what scientists know about the human body. For example, we don’t know why we have fingerprints, or why we have different types of blood, or why we laugh. scientists, research, complicated, speculation
Facts and statistics
• We laugh 30 times more often in social than in solitary situations.
• 42 per cent of the world’s population have the O positive blood type, and 0.5 per cent have the AB negative blood type.
• The chance of two people having the same fingerprint is 1 in 64 billion.
Definitions and explanations
• A person’s blood type can be determined by the presence or absence of antigens and antibodies.
• Touch receptors are found in the ridges of fingerprints and can amplify strains in the skin.
Literacy How‑to: Structures and features
Text forms
Text form Common structures
Speeches Most speeches have an opening, a body, and a closing:
• opening:
– includes a hook
– introduces the topic
– introduces the speaker
– introduces the contention
• body:
– has one argument in each paragraph
– uses a variety of evidence
– explains how the arguments prove the contention
• closing:
– synthesises the arguments into the contention
– re‑establishes the intention
– includes a memorable final statement.
Essays Essays usually have an introduction, a body, and a conclusion:
• introduction:
– includes a hook
– introduces the text, idea, question, or topic
– introduces the main ideas or interpretations
– states how the essay will answer the question
• body:
– sets up the interpretation and ideas
– provides evidence
– explores, explains, compares, and persuades
– links back to the overall contention, question, or topic
• conclusion:
– directly answers the question
– summarises the main ideas
– connects the essay to the theme or topic more widely.
Common features
• First person
• Present tense
• Signpost and transition words
• Pause for effect
• Speaking directly to the audience
• Shifts in tone
• Repetition
• Register depends on the audience and purpose of the text
• Third person
• Present tense
• Formal register
• Consistent tone
• Direct quotes and evidence support ideas
• Paragraphs are a reasonably consistent length throughout
• Formal expectations: no contractions, no personal pronouns, no abbreviations, no informal punctuation
Text form Common structures
Source analyses
Short stories
The structures of source analyses vary depending on the length of the text and the task; however, common structural elements include:
• an introduction to the source
• definitions of key terms
• an identification of the ways the source can be interpreted
• specific evidence
• a response to the question.
Short stories, classically, use a story arc structure:
• orientation
• complication
• climax
• resolution.
These elements can be placed in different orders and be told from different perspectives.
Common features
• Third person
• Past or present tense, depending on the source
• Direct quotes support interpretations
• Academic, formal register
• Length and detail depend on the task and the source
• First, second, or third person
• Present, past, or future tense
• Told from a single perspective or from multiple perspectives
• Can use any degree of descriptive language: often uses sensory and figurative language features and other literary devices
Poetry
Self‑ reflections
• The structure of a poem varies depending on the type of poem.
• A poem’s structure is often categorised by the number of lines (a sonnet has 14 lines; a limerick has five lines).
• A poem’s structure can be categorised by a rhyming scheme (a ballad: ABAB or ABCB; a couplet: AABB).
• Paragraphs in poems are called ‘stanzas’ and can vary in length and structure depending on the type of poem.
The structures of self‑reflections vary depending on the text’s audience and purpose; however, most self‑reflections:
• describe: what, who, where, and when
• express: thinking, feeling, noticing
• analyse: why it happened
• present: what was learned, and a conclusion.
Reports The structure of reports can vary depending on the text’s topic, purpose, and expectations. Common structural elements of reports include:
• a title
• sub headings
• visuals (pictures, diagrams, graphs).
• Centred around a particular theme (Haiku: nature; odes: praise)
• Significant use of literary devices, both sound and figurative language features
• Can be told from any perspective, using any tense, or narrative perspective
• First person
• Past tense
• Clear modality
• Descriptive words used to explain, describe, and express the event or situation
• Register can vary in formality depending on the audience and purpose
• Third person
• Present tense
• Formal register
• Technical language (terms often explained or defined)
Text form
Common structures
Instructions The common structural elements of instructions include:
• a title
• a contextual introduction
• a list of parts or materials
• a numbered and sequenced set of steps
• visuals
• safety information (if needed)
• a conclusion to show the task is complete.
Common features
• Second person
• Active voice
• Imperative mood
• One action or task per step
• No jargon; technical terms are explained
• Steps are placed in a logical order
Scripts for plays
The common structural elements in scripts include:
• the text is broken into acts and scenes
• the characters’ names are set above the dialogue to show who is speaking
• brackets are used to indicate stage directions
• new dialogue is set on a new line
• new scenes are indicated with a scene number and a setting description.
Recipes Recipes have the following structural elements:
• a title
• a list of ingredients
• a method, which is a sequenced list of steps to follow to complete the process. Recipes also often include visuals, notes, suggestions, and safety information.
• Dialogue in first person; stage directions in third person
• Abbreviations for keywords; for example: INT (interior) and EXT (exterior)
• Stage directions use the imperative mood
• Dialogue varies in register, accent, and language, depending on the character
• Second person
• Active voice
• Imperative mood
• One task per step
• Steps are set out in a logical order
Experiments
The structural elements of experiment texts vary, depending on the complexity of the experiment and whether the experiment is to be just followed, or followed and reported on afterwards.
Common structural features of experiments include:
• a title
• an aim
• a hypothesis
• a list of materials
• a process
• results
• a conclusion.
Letters Letters have the following structural elements:
• the sender’s name, address, phone number, and email address (placed in the top right)
• the addressee’s name, address, phone number, and email address (placed in the top left)
• a salutation (Dear …)
• body paragraphs; one idea per paragraph
• a closing line and signature
• a post‑script (if required).
The features shift between different parts of an experiment, and its purpose.
Common features:
• active voice and imperative mood for the process
• first person for hypothesis, results, and conclusion
• formal register.
• Language features heavily depend on the audience and purpose of the letter, particular the register, and language choices
• Generally, first person and present tense
Text form Common structures
Song lyrics Song lyrics have the following structural elements:
• stanzas of different lengths
• stanzas as verse, chorus, or bridge vary depending on rhyme and rhythm; although, often verses are a similar in structure and the chorus is repeated.
Emails Emails have the following structural elements:
• the sender’s name
• the recipient’s email address
• the date the email was sent
• a subject line
• a main body structured in a similar way to a traditional letter (salutation, body paragraphs, closing line, and a signature)
• often includes a signature banner
• can include attachments.
The story arc
Common features
• Language features vary depending on the theme and audience of the song.
• Often literary devices, including figurative language, are used to maximise rhyme and rhythm.
Emails have similar language features to letters; these features are very dependent on the audience and the purpose to determine best language choices.
A ‘story arc’ is a way to describe the structure of a narrative; story arcs include how a story is built and the key parts of the plot. There are slight variations to the names of the sections of a classic story arc; however, generally, a story has an orientation (or exposition ), a complication (or rising action ), a climax, and a resolution (or denouement ). The classic story arc is illustrated below (this is an interpretation of Gustav Freytag’s pyramid).
The sections of a story arc don’t have to be the same length. Some stories have very short orientations, while other narratives spend a lot of time establishing the characters, setting, and context. Some stories end almost immediately after the climax, while others provide the ‘falling action’ and give information about what happens after the main event.
Some stories mix up the story arc so the narrative structure:
• is book‑ended: the story starts and ends in the same place, by flashing forward and backward in time
• is a cliffhanger: the story ends at the climax; it doesn’t give any resolution and provides no information about what happens next
• is non‑chronological: the story is told out of order, by flashing forward and backward in time
• has multiple narrators: the same story is told by different people, or from different characters’ points of view.
However, while stories can be told differently, they all have the elements of an orientation, complication, climax, and resolution … it just might not be presented in that order or quite so neatly.
Show, don’t tell
What does it mean to show, don’t tell? One of the most powerful tools a creative writer has is their ability to describe what is happening, rather than explain it. That is, they show, don’t tell.
For example: Telling: She was so angry, she left the room.
Showing: Her eyes flared red hot as she stormed out of the room. When a text shows, rather than tells, the reader what is happening, the reader experiences the story through actions, thoughts, sensory details, and feelings rather than dry statements of fact. By showing rather than telling, an author makes the reader infer what is happening. This takes more effort, but it means the reader is more engaged with and connected to the story.
Literary and persuasive devices
Figurative devices
Literary and persuasive devices can also be figurative. Figurative language devices are ways to describe things in ways that are not literal. Instead, they build images in the readers’ mind or make the reader think about things in different ways. Technically, sound devices are figurative language, but they are a particular type of devices that use sounds specifically for particular effects.
Literary devices
Device Explanation Example
Allusion An allusion is a reference to something (often another text, person, or concept outside of the story); stories allude to things.
Assonance This is a sound device that repeats similar vowel sounds in words.
Dramatic irony This is when the reader knows more about the events happening in the story than the characters do.
Flash backward or flash forward
Foreshadowing
Juxtaposition
Metaphor
Motif
Onomatopoeia
Personification
Pun
This is where a snapshot of events that happened in the past or future is inserted into a narrative, thus breaking up the chronological telling of a story.
This is where events hint at what will happen later in the story.
Juxtaposition is where two contrasting things (characters, ideas, settings, etc.) are put together to highlight how different they are.
Metaphor is where two similar things are compared by saying one thing is the other.
A motif is a recurring symbol, concept, image, or theme.
This is a word that makes the same sound as the thing it is referring to.
Personification is where human traits are used to describe non‑human things.
A pun is a sound device because it is a ‘play on words’ where words with similar (or identical) sounds, but different meanings, are used interchangeably for effect. Generally intended to be humorous, puns can have a serious purpose in literary works.
She went all Mary Poppins on the children.
/ng/ The string was strong.
A character on the Titanic saying, ‘it’s so beautiful, I could die’
An example of a flash backward is when Harry Potter sees a memory of the night his parents were killed.
Luke seeing his face in Vader’s mask (foreshadowing that Luke is Vader’s son)
It was the best of times, it was the worst of times.
He was a petal floating through the room in the breeze.
Light and dark are referred to multiple times in Romeo and Juliet
Clap, blip, drop, whack, zzz
The flowers smiled towards the sun.
The vacuum sucks.
Device Explanation
Literary devices
Sensory imagery This is where descriptive language is used to make a reader hear, see, feel, taste, touch, and smell what is happening in the story.
Simile
Symbolism
Simile is where two similar things are compared by saying one is ‘like’ or ‘as’ the other.
Symbolism is where an object is used to represent a concept or idea that is relevant to the story.
Zoomorphism This is where animal traits are used to describe non‑animals (often humans).
Persuasive devices
Device Explanation
Alliteration
Alliteration is the repetition of the same letter/s (that make the same sound) at the start of multiple words.
Anadiplosis Anadiplosis is a type of repetition where the last word of a sentence is repeated as the first word of the next sentence.
Anecdote
Asyndeton
Attacks
Cliche
An anecdote is a personal story where the writer describes a situation they have experienced themselves.
These are short, blunt sentences that use a strong rhythmic pattern; they don’t use any conjunctions.
Attacks in writing are where a writer purposefully belittles, embarrasses, or insults a person or group.
A cliche is a familiar, over‑used expression that is used as an informal way to express an opinion.
Connotation Connotation is a word’s implied meaning, rather than its literal meaning. Connotation can either be positive or negative depending on the emotion it evokes.
Emotional appeals These build a connection with the reader by appealing to something emotional: fear, injustice, disappointment, exclusion, anger, etc.
Emotive language When a writer uses emotive language, they use words or phrases that are intended to create an emotional response.
Exclusive language When a writer uses exclusive language, they use pronouns that make the reader feel they are not a part of a group of people.
Expert opinion This is where a writer uses a quote from someone who has experience or knowledge in the area being discussed.
Example
The bells continued to ring in my ears as the crumpling grey stones reflected the bright light.
She floated through the room like a petal on the breeze.
• Colour: blue represents sadness
• Animal: a rat represents being deceitful
He began ripping and tearing the meat with grunts and snorts of pleasure.
Example
The panicked people were inching precariously close to the edge.
… and then we can get excited. Excited for what is to come …
My mother always told me to smile at a person because you never knew who needed to see a smile that day.
She felt cold, detached, alone.
He is a vile monster of a man who has never thought of anyone but himself.
• She clearly got up on the wrong side of the bed.
• He is such a loose canon.
Compare: ‘He was a total bargain shopper’ (positive) to ‘He was a total cheapskate’ (negative).
If a person truly cares about their health and family, they will eat well and exercise.
The innocent children were traumatised by the event.
They keep saying they will help but do you see anything changing?
Dr Milkovic’s research showed the importance of speech in the early years.
LITERACYHOW - T O : S TRSCTSRES ACS SEATSRES
Device Explanation
Formal or colloquial language (register)
Generalisations
Hyperbole
Imperative command
Inclusive language
Logical slide
Modality
Repetition
Rhetorical questions
Rule of three (tricolon)
Sarcasm and humour
Statistics and facts
Persuasive devices
• By using formal language, a writer can sound knowledgeable and trustworthy.
• Colloquial language is informal language (slang) and can be used to connect to a specific audience.
A generalisation is where a writer refers to something applying to more people than it really does.
Hyperbole is a fancy way of describing exaggeration: when an idea is purposefully described as being significantly bigger than reality.
Imperative commands are direct and explicit instructions that tell the reader or audience to do something specifically.
When a writer uses inclusive language, they use pronouns that make the reader feel they are a part of the argument.
This is where a writer begins their writing using reason and logic to argue their point, and then becomes increasingly emotional as the text progresses, until by the end, they are ranting, exaggerating, and being irrational.
Modality lets the reader know how much something is certain or not. Low, medium, or high modality can change the intensity of an author’s message.
This is where words or phrases are repeated for emphasis and to make these words and phrases more memorable.
A rhetorical question is one where the answer is so obvious, any other answer seems silly. When writers ask rhetorical questions, they want the audience to answer the question in a certain way.
This is where an author gives three reasons, ideas, or examples to support an idea.
This is where a writer uses irony, exaggeration, or an untruth in a humorous way to mock someone or something.
Data, research, and specific details are used by writers to support their arguments and to make it difficult to contradict the argument.
Example
• Formal: He suspended the trade and had to pay a significant amount.
• Colloquial: He broke off the trade and had to fork out heaps.
Every girl dreams of becoming a mum.
The meal was the most disgusting food ever created.
Stand up and be heard!
We all agree that together we can make a difference.
Statistics show how important safety features are in new car models … if manufacturers don’t do more, they are single handedly killing another generation!
• Low modality: He could be right.
• Medium modality: He can be right.
• High modality: He is right.
Over and over, we’re told that boys will be boys.
Why would we simply agree to everything we heard?
The students show resilience, humility, and empathy
They are all really on top of things (describing a group of really disorganised people).
The survey found that 14 per cent of adolescents considered getting a tattoo before they were 18 years old.
Literacy How‑to: Vocabulary
Your vocabulary is made up of all the words you speak and write everyday, plus a huge number of other words that you recognise and understand when you read or listen. However, knowing how to say a word is only the first step; you also need to know what the word means. Again, just knowing the definition of a word is not enough. Words bring with them feelings, emotions, and connections as we use them to speak, listen, read, and write. There are different ways we can categorise words to better understand the terms in our vocabulary.
Tiers of vocabulary
One way to categorise words is to look at the tiers of vocabulary
Tier Type of vocabulary Description Examples
Tier one Common, everyday vocabulary
• These words are often learned through speaking and conversation.
• These words are regular words, used in everyday conversation and writing.
• They are not necessarily easy to spell, but their meaning is clear. always, fight, together, she, blue, chair, chicken, outside
Tier two Academic, descriptive vocabulary
Tier three Technical, specialised vocabulary
• These are high frequency words that are used across different subjects, units, and topics.
• These words often have synonyms with subtly different meanings.
• They come from many different origins that bring with them different spelling patterns. persuade, withdraw, notion, aspiring, depict, beneficial, considerable, aspiring, significant
• These are low frequency words that are used in specific subjects, units, or topics.
• These words often do not have any synonyms as each word has a distinct, specific meaning.
• They are highly technical words, are often multisyllabic, and have many different origins. microprocessor, optics, algorithm, genome, influenza, carbohydrates, reconciliation
Word meanings
Sometimes, when we look up a word in a dictionary, the definition doesn’t really help. For example, the dictionary definition on the next page doesn’t help you understand the word ‘misinterpret’ if you don’t know what ‘interpreting’ means.
Misinterpret: The action of interpreting something wrongly
Follow these steps to understand a dictionary definition:
1 Read all the different definitions and example sentences and identify which is the most similar to the way your word is used.
2 Remove prefixes and suffixes until you find the base word. See if you can figure out the meaning of the base word before adding the affixes back on for meaning.
3 Check the word’s synonyms or antonyms to see if these words are familiar to you.
LITERACY
4 Refer to online dictionaries such as The Collins Online Dictionary (http://mea.digital/CL_Svjq), which do a great job of providing easy‑to‑understand definitions of words (with audio links).
Pronunciation (and phonetic transcription)
Word class and other grammatical information
Example of word used in a sentence
verb
/mɪsɪnˈtɜprət/ (say misin’terpruht)
1 To interpret, explain, or understand incorrectly ‘They often misinterpreted French’
Synonyms: confuse, mistake, misunderstand
Command vocabulary
Head word
Definition (often more than one)
Synonyms
Command words are sometimes referred to as instructional vocabulary because these words tell you what to do. Command words can be questioning words (who, what, when, where, and why) or words that tell you to ‘explain’ or ‘list’. Knowing the subtle difference between command words makes answering task questions much easier.
Command vocabulary Description
Analyse
Compare and contrast
Break into parts and describe, explain, explore
Identify and discuss the similarities and differences between two or more things; can compare patterns, trends, characteristics, effects, relationships, etc.
Describe Give details of the features using examples to illustrate
Discuss Create a balanced presentation of ideas with supporting details; this looks at the positives or negatives, for or against, different interpretations, etc.
Evaluate Make a judgement, consider reasons, draw conclusions
Explain Give details, describe, and give supported reasons for your ideas
Explore Think about, comment on, and assess carefully
Identify Uncover, reveal, notice specific elements
Illustrate Use examples to make your understanding or the meaning clear
Justify Provide reasons and examples for a decision or viewpoint
List Write the specific elements in dot points (can be words, phrases, or sentences)
Outline Highlight the main features without giving too much detail
Summarise Give a short account of the main points but not the details
Literacy How‑to: Syntax
‘Syntax’ refers to how sentences are structured, connected, and ordered to make grammatical sense. Sometimes, syntax is thought to be the same as grammar; however, technically, grammar is the study of syntax (word order), morphology (how words are formed), phonology (how language sounds), and semantics (the meaning of words). Grammar is the law of the language while syntax refers to the rules to follow to ensure sentences make sense.
Parts of speech
There are three things a word can do in a sentence:
• it can show a thing (or idea) and what that thing (or idea) does
Noun or pronoun
• it can describe the thing or what it does
Adjective, adverb, or determiner
• it can connect different parts of a sentence.
Preposition or conjunction Verb
It is not so important to remember the label for each part of speech; it is more important that you can see the function of these parts: what a word is doing in a sentence.
Part of speech Types Functions Examples
Nouns
• Proper nouns
• Common nouns
• Abstract nouns
• Concrete nouns
• Collective nouns
• Countable nouns
• Uncountable nouns
Verbs
• Action verbs
• Linking verbs
• Helping (auxiliary) verbs
• Irregular verbs
• Identifies a specific noun
• Identifies a general noun
• Identifies an idea, quality, or condition
• Identifies things that exist physically
• Identifies a group of people or things
• Nouns that can be counted
• Nouns that cannot be counted (and therefore have no plural)
• Expresses action or possession
• Links the subject to another noun or adjective
• Gives information of possibility or time (placed before action or linking verbs)
• Does not use ‘ed’ or d in the past tense
• India, April, Rebecca
• city, month, girl
• worry, beauty, desire
• rabbit, tree, ice
• friends, class, team
• socks, classes, plates
• age, sand, water
• take, love, know, believe
• to be, to appear
• am, are, might, would
• drink > drunk, drive > drove
Part of speech Types Functions Examples
Pronouns
• Personal
• Possessive
• Demonstrative
• Interrogative
• Relative
• Indefinite (compound)
• Reflexive
• Reciprocal
Adjectives
• Descriptive
• Comparative
• Superlative
• Equative
• Predicate
• Compound
• Possessive
• Proper
• Quantitative
• Distributive
• Coordinate
• Cumulative
• Infinite
Adverbs
• Time
• Manner
• Place
• Frequency
• Degree
• Shows a specific noun
• Can function as a determiner
• Shows nouns that are removed
• Asks a question
• Relates clauses together
• Shows an unspecific noun
• Shows a previously used noun
• Shows when multiple nouns are the same
• Shows a quality or attribute
• Compares two things
• Compares more than two things
• Shows an equal relationship
• Comes after a linking verb
• Two words working together
• Shows possession
• From a proper noun
• Describes the amount of something
• Refers to a group as individuals
• Two adjectives used together and separated by ‘and’ or commas
• Two adjectives used together without commas
• Describes nouns in a non‑specific way
• When the verb takes place
• How the verb is done
• Where the verb is happening
• How often the verb takes place
• The level or intensity of the verb
• we, it, she, him, they
• mine, her, our, theirs
• this, these, that, those
• who, where, when, how
• who, what, which, whose
• everyone, nothing, neither
• yourself, himself, myself
• each other, one another
• red, smart, fluffy
• easier, smellier, more annoying
• easiest, smelliest, most fun
• as dark as, as pure as
• seems scary, is funny, looks dirty
• ice cold, five‑hour, full‑time
• mine, theirs, yours
• British, Hitchcock
• four, half, 47
• neither, both, one
• lively and well behaved, a thoughtful and generous gift
• old Brazilian player
• plenty, more, much
• today, now, afterwards
• well, quickly, softly
• above, anywhere, inside
• hourly, annually, usually
• absolutely, a bit, somewhat
Part of speech Types Functions Examples
Determiners
• Possessives
• Demonstratives
• Ordinals
• Numerals
• Interrogatives
• Quantifiers
• Articles
Prepositions
• Direction
• Time
• Location
• Manner
• Possession
Conjunctions
• Coordinating
• Subordinating
• Correlative
Gendered pronouns
• Shows a noun belongs to someone
• Shows which noun specifically
• Shows the place of a noun
• Shows the number of nouns
• Poses a question about the noun
• Shows how many or how much
• Introduces a general (indefinite) or specific (definite) noun
• Where something is moving
• When something takes place
• Where something takes place
• The way things happen
• Show something is owned by someone
• Joins words of similar grammatical structure
• Joins a dependent clause to an independent clause
• Two conjunctions working together in a sentence
• my, its, your
• this, that, these, those
• second, 20th, last, next
• one, three, hundred
• what, which, whose
• every, some, any
• a, an, the
• along, among, around
• at, on, in
• beside, inside, in front of
• for, of, as
• of, with, to
• for, and, nor, but, or, yet, so
• because, until, while
• whether … or, so … as, neither … nor
We use pronouns so we don’t have to repeat a noun every time we refer to it.
Note that ‘it’ is only used to refer to non‑human nouns, it is highly offensive to refer to a person as ‘it’.
Pronouns can be further classified by how they indicate a person’s gender. For many people, having someone know and use the correct and affirming pronouns is an important part of their gender identity.
Type of pronoun
Examples
Gendered pronouns he, his, him, himself she, her, hers, herself
The subject and predicate are the building blocks of any sentence.
For example: He laughed.
Subject
Predicate
The subject is the thing and the predicate is what the thing does; so, you can think of the simple subject and predicate as the noun and verb. Every sentence needs at least this much for it to make sense and be classified as a complete sentence.
We then add modifiers (adjectives, adverbs, and determiners) to describe the subject and predicate, and use connectives (prepositions and conjunctions) to show the relationship between the subject and predicate (or any other nouns or verbs) in the sentence. The parts that describe the subject along with the simple subject become the complete subject and the parts that describe the predicate along with the simple predicate become the complete predicate
If you can identify the verb in a sentence, then you can ask ‘who?’ or ‘what?’ to find the subject.
For example: At dusk, the hungry fox crept towards the rabbit.
Q: The verb is ‘crept’, so who or what is doing the creeping?
A: The fox.
Therefore, the simple subject is the ‘fox’ and the simple predicate is ‘crept’.
Q: What is describing the simple subject?
A: The phrase ‘the hungry’ is showing how the fox felt.
Q: What is describing the simple predicate?
A: The phrases ‘at dusk’ and ‘towards the rabbit’ are showing when and where the fox crept. Therefore, the complete subject is ‘the hungry fox’ and the complete predicate is ‘at dusk … crept towards the rabbit’.
Sometimes, working out the subject can be difficult because many sentences have ‘objects’ that are nouns and, while they often come after a verb, this is not always the case. This is why finding the simple predicate first and then asking ‘who’ or ‘what’ can help clarify the key element of a sentence. Remember that every sentence has a thing and that thing does something.
Narrative perspective
Every text is written for a different audience and purpose; it is also written from a different perspective. Perspective is the point of view a text is written from.
There are three main types of narrative perspective:
• first person: speaking from a personal point of view; using the pronoun ‘I’ (singular) or ‘we’ (plural)
• second person: speaking as the reader; using the pronoun ‘you’ (for both singular and plural)
• third person: speaking about the story; using the pronouns ‘he’, ‘she’ (singular), or ‘they’ (plural).
Third‑person narration can be either an omniscient or limited:
• An omniscient narrator knows everything that is happening in a story and can give information about any character’s thoughts, feelings, or perspectives. This type of narrator can jump between characters and situations and give as much information as they want to give.
• A limited narrator only reveals specific information about one (or more) characters. This type of narration often follows the protagonist through the story and gives little insight into other characters.
Tense
Verbs are used to show action and time. Verbs can be altered to show when something happened; these different forms are called tenses.
Tenses can be broadly categorised into past, present, and future. Within these broad categories are further divisions; in all, there are 12 tenses in English grammar: past simple, past continuous, past perfect, past perfect continuous; present simple, present continuous, present perfect, present perfect continuous; future simple, future continuous, future perfect, future perfect continuous. Examples of these tenses are provided in the table below.
Past
Present
Simple We danced I dance
Continuous We were dancing I was dancing
Perfect We had danced I have danced
Perfect continuous We had been dancing I have been dancing
She is dancing I am dancing
They are dancing
She has just danced I have just danced
She has been dancing I have been dancing
Future
He will dance
He will be dancing
He will have danced
He shall have been dancing
While you don’t need to know what the different tenses are called, or be able to label them, it is useful to be able to recognise the different ways past, present, and future tense can be written and expressed.
However, there are several verbs that do not follow the same patterns of helping verbs and suffixes. These are called irregular verbs and they can have either one (buy > bought) or two (do > did > done) alternative forms; this depends on the tense. There is, unfortunately, no simple rule to help you learn these; although, it can be fascinating to discover why they ended up this way when you look into the etymology of the word!
Literacy How‑to: Punctuation
Types of punctuation
Punctuation marks are symbols that are used in written language to make the meaning of a text clear. Each punctuation mark has its own meaning and purpose. Punctuation marks can be used to indicate pause, tone, and emphasis, or to separate parts of a sentence, or to show that a sentence is ending.
End‑mark punctuation
There are four punctuation marks that can be used to indicate the end of a sentence: a full stop, a question mark, an exclamation mark, or an interrobang.
Punctuation Symbol Explanation
Full stop
Example
Shows a sentence has ended The little dot is called a full stop.
Question mark ? Shows a sentence is a question What is the question?
Exclamation mark ! Shows an emotion within a sentence
Exclamation marks are my favourite!
Interrobang ?! Shows emotion in a question There are how many end marks?!
Punctuation that creates a pause
There are five punctuation marks that can be used to create a pause in a sentence: a comma, a semicolon, a colon, an ellipsis, and a dash.
Punctuation Symbol Explanation Example
Comma , Indicates there is a pause between phrases, clauses, or items in a list
Semicolon ; 1 Separates independent clauses in a single sentence that do not have a conjunction between them
2 Separates items in a list when those items are long or include commas
Colon : 1 Indicates the start of a list of items
2 Indicates the start of a quote
3 Joins two clauses (when the second clause is a definition, explanation, or summary of the first)
A comma, the most versatile punctuation mark, can be used in many ways.
Semicolons are useful; they can separate independent clauses. Semicolons can: seem complicated; be confused with colons; be super useful and powerful; and build clarity in your writing.
You can punctuate a list with: a colon, semicolons, or commas.
He said just four words: ‘A colon is needed.’
The power lay in the colon: a type of punctuation mark.
Punctuation Symbol Explanation
Ellipsis
Dash (em dash)
Brackets
Shows something has been omitted (left out), this leaves a significant space
Enhances readability, is used instead of a comma
Example
An ellipsis gives us time … to fill the gap.
Em dashes help us to read — they give us space to think.
There are four types of brackets: parentheses, square brackets, braces, and angle brackets.
Punctuation Symbol Explanation
Brackets (parentheses) ( ) Used to add information that is either not essential, or not integrated into the sentence
Square brackets [ ] Used to add information to a quote that makes the quote make sense but is not a part of the original quote
Braces (curly brackets) { } Used mainly in Maths, Physics, and web development; sometimes, these are used to show list items or equal choices
Angle brackets (chevrons)
< > Used mainly in Maths and Physics; used to insert a technical element into writing
Other punctuation that clarifies meaning
Example
Parentheses (or brackets) can add non essential information.
‘Have you used them [square brackets] before?’ asked Brooke.
A writer can use different brackets {braces, brackets, or square brackets} in their writing.
The /k/ sound is made by the <ck> in the word ‘bracket’.
Other punctuation marks that help to make the meaning of written language clear are hyphens, apostrophes, quotation marks, and en dashes.
Punctuation Symbol Explanation
Hyphen
Apostrophe ‘
Quotation marks “ “ or ‘ ‘
En dash –
Joins words and parts of words together
1 Shows a letter or letters have been omitted (left out)
2 Shows someone has possession of something
1 Shows the beginning and end of a quote or dialogue
2 Indicates an unusual meaning of a word in context
Replaces the word ‘through’ or ‘to’ when showing a duration of time
Example
Learning about hyphens is on my to do list.
We shouldn’t forget the apostrophe when omitting letters from words.
The apostrophe’s power comes in creating meaning.
“Where are the quotation marks?” asked the publisher. These quotation marks are not ‘cute’.
Anyone aged from 4–104 can use an en dash appropriately.
LITERACY H O W -
Other symbols
: C SCCTSATIOC
Symbol name Symbol Explanation
Hash # 1 Used instead of the word ‘number’
2 Used in metadata tags on social media (hashtags)
Tilde ~ 1 Placed over letters in other languages to indicate alternative pronunciations
2 Used in programming languages and in Maths to indicate an approximate number
Dollar sign $ 1 Represents currency referred to as ‘dollars’
2 In a variety of programming languages, it is used to represent string, end of line, special characters, etc.
Percentage mark % A mathematical symbol that represents a ‘percentage’
Caret (circumflex) ^ A caret is another name for a cursor, which is a visual representation of where you start typing or an object used to point.
1 Used to tell someone to read the above line
2 Used in computer documentation as shorthand for ‘Ctrl’
At sign @ 1 Often used to replace the word ‘at’
Acute (back quote)
2 Used in email addresses
` Placed above letters in other languages as an accent to indicate pitch, stress, or tone of the letter
Ampersand & Used instead of the word ‘and’
Slash (forward or backward) / \ Used as a separator, a word substitute, in mathematic expressions, and in web addresses
Asterisk
Underscore
Capital letters
* 1 Used to indicate there is a further comment, clarification, or qualifier 2 Can be used instead of a multiplication symbol
Often used as an alternative to the space key when a space isn’t allowed
Capital letters are considered to be punctuation because they symbolically represent meaning, just like other punctuation marks. Excessive capitalisation is distracting and confusing for the reader, yet a lack of necessary capitalisation can appear disrespectful.
WRITING ENTIRELY IN CAPITAL LETTERS IS CONSIDERED SHOUTING AND AS SUCH IT IS GENERALLY SEEN AS BEING RUDE.
Sentence case is where only the first word and proper nouns are capitalised. Title case is where a capital letter is used for every significant word.
Words requiring a capital letter include proper nouns (a person’s name, a place, a company, a nationality or religion, or a brand); the first word at the start of a sentence; the words in the title of a book, film, magazine, article, song, play, poem, etc. (these titles can be sentence or title case); the days of the week, months in the year, and public holidays (not seasons); certain personal pronouns (I, I’ve, I’m, I’ll); a person’s title (for example, Professor Stephens, Captain Butler); the start of a new piece of dialogue or a quote; and abbreviations and acronyms (for example, ATM or NASA).
Literacy How‑to: Spelling
The history of spelling
People often think that English as a language is nonsensical; in fact, English spelling is the most irregular of all the spelling systems in the world. However, while English is highly complex, every word is spelled the way it is for a reason, and this can be traced back to a moment in time when it made complete sense to spell the word that way. By understanding the critical moments in history that have shaped spelling, we can make sense of the seeming chaos that is the English language.
English has been through four main phases; each phase built on the previous period, but also brought with it significant shifts in pronunciation, spelling, and meaning, and introduced new words.
English phase Details of the time period Examples
Old English: From when the Anglo Saxons invaded England in the fifth century In 575, St Augustine brought the Roman alphabet to the Christian monks. At this stage, spelling was simple, as the letters directly matched the spoken words. However, language sounded very different than it does today. Very few people knew how to write or read; however, oral language was rapidly developing.
Middle English: From around 1130
Norman and French influences
In the eleventh century, the Anglo‑Saxon king, Edward the Confessor, did not have an heir and had promised the throne to more than one person. After Edward’s death, Harold Godwinson was crowned king, but William, Duke of Normandy, believed the throne was his. Harold died in the Battle of Hastings and William was crowned the king of England.
After the Norman Conquest of England in 1066, Norman‑French replaced English as the main language in academic and government spaces. However, English remained the main language of the common people. The use of French in education and documents had a huge impact on the English language and how new words were spelled.
The Normans also struggled with English handwriting; they thought u and v looked too similar, so they replaced the u with o in words like ‘done’ and ‘come’.
When Henry I gained the throne, a surge in the popularity of English occurred and, by 1348, English replaced Latin as the language used in schools.
In Old English:
• bearn meant child (son)
• folde meant earth or soil
• lufu meant love
• sped meant quickness
• ceald meant cold
• offrian meant to offer.
During the Norman rule of England, it is estimated that over 10 000 French words poured into the English language and up to 85 per cent of Anglo‑Saxon words were lost.
Some French words replaced Anglo Saxon words; for example:
• warrior replaced campa
• peace replaced sibb
• noble replaced aeoele.
Some French words were re‑spelled to suit English; for example:
• catel became cattle
• cashier became catch
• foret became forest.
Some French words were introduced and co exist as a lexical pair; for example:
• child > infant
• house > mansion
• calf > veal.
English phase Details of the time period
Examples Early Modern English: From around 1470
In 1473, William Caxton set up the first English printing press and he attempted to create some consistency in the spelling of English words. The typesetters were not used to the English language and made many spelling errors. The typesetters also used Dutch spellings (like adding h after g) and they lengthened words by adding letters because they were paid by the number of lines printed. Because there were no dictionaries, people tended to copy spellings from the Bible. The problem was that the Bible was printed in non‑English speaking countries because it was considered heresy to print it in English in England.
The great vowel shift happened between the fifteenth and seventeenth centuries in England. During this time, the way sounds were pronounced shifted drastically across the language. Primarily, the pronunciation of long vowel sounds changed. The great vowel shift began in the south of England and affected vowels at different rates in different parts of the country; the shift took over 200 years to complete.
Although the pronunciation of many words changed, their spelling did not (which explains the unusual spelling of many older words). Words that were introduced after the seventeenth century use a more appropriate spelling that matches the pronunciation more logically.
At this time, there were also some small changes in the pronunciation of consonants and some consonants stopped being pronounced altogether (creating our silent letters).
Examples of spelling errors that were kept:
• eny – any
• fneze – sneeze.
Examples of Dutch spellings:
• agast changed to aghast
• gastly changed to ghastly.
Examples of lengthened words:
• frend became friend
• hed became head
• seson became seaon.
1400 1600 2000
lee lay lie
bare beer bee sah sair say poot poat pout pole pool pool cawt coat coat
Geoffrey Chaucer (fourteenth century) rhymed ‘food, good, and blood’, which all sounded like ‘goad’. William Shakespeare (sixteenth century) also rhymed these words but by then, they rhymed with ‘food’.
Examples of consonants that are not pronounced:
• k and g before n (knife, gnat)
• w before r (wrote, wring)
• b and g after nasal consonants (comb, sang)
• medial t (soften, whistle).
English phase Details of the time period
Early Modern English: From around 1470 (Cont.)
During the sixteenth and seventeenth centuries, scholars came up with ideas to ‘improve’ English. They wanted to alter spelling to reflect the classical origins of words. However, the scholars didn’t always get it right and some changes were not logical, which made the language messier rather than neater.
During this time, many words that were spelled differently across different dialects were blended; that is, a decision was made to spell all these variations in one consistent way (for example: heyth, highth, and hight all became height).
Examples
Examples of spelling that was changed to reflect the word’s classical origins:
• dette became debt to reflect its Latin origin word of debitum
• rime became rhyme to reflect its Greek origin word of rhythus
An example of a mistake made:
• ‘scissors’ used to be spelled sissors; it was thought the c came from the Latin word scindere, which means ‘to split’, but it actually comes from the French word cisorium
An example of an illogical change:
• ‘ght’ from night and light was added to delight and tight, but not to spite and ignite
Contemporary Modern English: From around 1700
In 1755, Samuel Johnson first published the Dictionary of the English Language. Although others had attempted to create dictionaries, Johnson’s was the most comprehensive dictionary of its time and had the greatest impact. He was very opinionated about his choices and was guided by personal taste more than logic. Johnson chose words for clarity –like changing many homographs to homophones to show the difference – but the effect made learning English even more complicated.
Noah Webster’s dictionary was his attempt to reform the English language for an American audience. This is where the differences in spelling between American English and Australian English come from.
Sound–letter correspondence
Examples of changes Johnson made to homophones:
• style and stile
• there and their.
Examples of spelling decisions Johnson made due to personal taste:
• enchant not inchant because it was from French.
American versus Australian spelling:
• favorite (US), favourite (Aust.)
• customize (US), customise (Aust.)
• center (US), centre (Aust.).
We use the same skills to both decode words (work out the sounds the letters make and blend them into a meaningful word) and encode words (segment a word into sounds and work out which letters make the sounds to spell a word). Understanding the sound–letter correspondence (phoneme‑grapheme) makes decoding and spelling words easier.
There are 26 letters that make 44 different basic sounds: 21 consonants make 24 sounds, and 5 vowels (plus y) make 20 sounds.
This means that most decoding and encoding involves making an informed choice of how the vowel sound is spelled. While this list seems exhaustive, it just gives us a finite number of choices to make when trying to work out how to pronounce or spell a word. There are some other, more complex, graphemes that have not been included in this list.
/l/ lost, smell, acceptable l, ll, le /sh/ shop, parachute, compression, nation, musician sh, ch, si, ti, ci
/m/ month, comma, comb, some, autumn m, mm, mb, me, mn /ch/ chop, twitch ch, tch
/n/ net, sonnet, knock, gnarl, line n, nn, kn, gn, ne /th/ (unvoiced) theatre th
/p/ lap, slipper p, pp /th/ (voiced) smoother th
/r/ rat, burr, wrote, rhino r, rr, wr, rh /ng/ long, twinkle ng, n
Bases and affixes
Every word is made from a base word. We can add affixes to the beginning or end of the word to either change the word’s meaning or the part of speech.
Base words can be either free or bound:
• free bases can stand alone as a full word
• bound bases need to have at least one affix attached to be a full word.
Common prefixes
Prefix Meaning Example Prefix Meaning Example anti against, opposed antidote out go beyond outspoken auto self autograph post after postgraduate co with coworker pre before predetermine de reverse or change derail pro in favour of profound dis reverse or remove disrespect re again replay
extra beyond extracurricular semi half semidry hyper extreme hypersensitive sub under, below submarine il, im, in, ir not impolite super above, beyond supersensitive
inter between international tele at a distance telephone mega very big, important megaphone trans across transplant mid middle midnight ultra extreme ultrasoft mis incorrectly, badly misdirection un remove, reverse, not uncertain non not nonliving under less than, beneath underwhelmed over too much overturn up make or move higher upstanding
Common suffixes
Suffix Indicating Example Suffix Indicating Example ion noun notion al adjective controversial acy noun democracy ful adjective meaningful age noun percentage ly adjective lovely ence, ance noun conference, distance ic adjective magnetic hood noun neighbourhood ish adjective distinguish ar, or noun scholar, actor like adjective businesslike ism noun activism ous adjective suspicious ist noun scientist ate adjective appropriate ment noun argument able, ible adjective questionable, reversible ness noun happiness ly adverb quietly ity noun electricity ward adverb forward ify verb notify fully adverb respectfully ate verb activate ways adverb always ise verb verbalise wise adverb otherwise en verb broken
Spelling generalisations
Spelling rules are complex because just as you learn a rule, you find out there is an exception! This is because of the complex history of the English language and the fact that spelling continues to change with usage. However, some spelling generalisations can help you make sense of words, help you make informed choices when trying to spell words, and give you some options to experiment with when attempting to spell unfamiliar words.
Spelling generalisation
The doubling generalisation
The e generalisation
Explanation
When adding a suffix, double the final letter if:
• the suffix begins with a vowel
For example: ‘ing’
• the base word ends in a single consonant after a single vowel
For example: ship not boat
Not a single vowel
Examples
hope + ing = hoping
Ends in a vowel
hop + ing = hopping
Suffix begins with vowel
hope + ful = hopeful
Suffix begins with a consonant
The y to i generalisation
• the stress (or emphasis) is on the syllable immediately before the suffix once it is added
For example: preferred not preference
Single vowel Stressed Single consonant
Stressed
When they are at the end of a word, don’t count w, x, or y as a consonant. These letters are never doubled.
control + ing = controlling
Base word ends in a single consonant after a single vowel
shift + ing = shifting
Base word does not end in a single consonant
scream + ed = screamed
There is not a single vowel before the final consonant
open + ing = opening
The stress is on the first syllable
begin + ing = beginning
The stress is on the final syllable
fix + ing = fixing
Never double x
throw + ing = throwing
Never double w
relay + ed = relayed
Never double y
Drop the final e when adding a vowel suffix (if this is allowed by the rules of silent e).
A singular y (where there is no vowel before the y) changes to i when adding any suffix, unless the suffix starts with i.
tame + ing = taming
Silent
like + ly = likely
A consonant suffix
flee + ing = fleeing
Pronounced
canoe + ist = canoeist
A double vowel
notify + es = notifies
Change to i
notify + ing = notifying
Doesn’t change because the suffix starts with i
Spelling generalisation
The c and g generalisation
The i, u, v, and j generalisation
Explanation
The letter c always softens to /s/ when followed by e, i, or y. Otherwise, it says /k/.
The letter g always softens to /j/ when followed by e, i, or y. Otherwise, it says /g/.
Examples
pronounce + able = prounceable traffic + ing = trafficking
The e is needed to keep the c saying /s/ when adding ‘able’
The k needs to be added so the c doesn’t say /s/ when adding the ‘ing’
romantic + ism = romanticism
The pronunciation changes to /s/ because of the added ‘ism’ suffix
ghetto
The silent h is needed so the g doesn’t say /j/
The q generalisation
The s generalisation
The i before e generalisation
English words cannot end in i, u, v, or j. The exceptions to this generalisation include words borrowed from other languages, words that have been shortened, and some function words.
The most common ways to make the /j/ sound at the end of a word is to use ‘dge’ (ledge) or ‘ge’ (change).
The letter u always needs to follow q to make the /kw/ sound.
Every syllable needs a vowel, but the u after q doesn’t count as a vowel in spelling.
The letter s never follows x in a word. There are many words where the /s/ sound is made after the letter x, but it is never made by the letter s.
• Place i before e, except after c
• Or if it sounds like a or i
• Or if the c makes the /sh/ sound
• Underlie
• Continue
• Active
• Fudge
Examples of exceptions:
• flu: shortened from influenza
• hi: a function word
• calamari: a non‑English word
• you: a pronoun.
• Consequence
• Quarter
• Squeamish
• Technique
• Experiment
• Exemption
• Excusable
• Exclusive
i before e:
• orient
• alien
• retrieve
• chief.
Except after c:
• deceit
• receive
• conceit
• misconceive.
Or if it sounds like a or i:
• neighbour (a)
• weight (a)
• freight (a)
• feisty (i)
• height (i).
Or if the c makes a /sh/ sound:
• sufficient
• conscience
• proficient
• efficient.
Spelling generalisation
The three‑letter generalisation
The final k generalisation
Explanation
Content words are usually spelled with at least three letters.
Content words are words that communicate meaningful information; for example: nouns, verbs, adjectives, and adverbs.
Function words, in contrast, can be spelled with one or two letters. They perform grammatical functions; for example: pronouns, prepositions, conjunctions, articles, or particles.
Some homophones are created through this generalisation: by versus buy, in versus inn, I versus eye, or versus oar, to versus too/two.
Examples
Content words:
• few
• paw
• sue
• peg
• fee
• saw
• tea.
Function words:
• on
• as
• no
• at
• or
• so.
For words that end with a /k/ sound:
• use a ‘ck’ after a short vowel sound
• use k for everything else.
The prefix ‘al’ generalisation
The prefix ‘al’ only has one l, so when added to a word, it will never be spelled all
Short vowel sound:
• stick
• clock.
Everything else:
• folk
• break.
• already
• alright
• almighty
• always
Words not using the prefix:
• allow
• allied
• album
• allusion.
The double l generalisation
Double the final l when adding any suffix to a word that has more than one syllable.
• Crystal + ise = Crystallise
• Fulfil + ment = Fulfillment
• Label + ing = Labelling
• Model + ed = Modelled
Literacy How‑to: Speaking and listening
Voice and body language
Voice
Using your voice accurately and efficiently requires you to understand the different ways your voice can be altered for effect. By understanding these variations, you can interpret and inference tone and meaning when listening to others speak.
There are five ways your voice can be altered for effect:
1 Intonation
• Intonation is the natural rise and fall of the voice’s tone. For example, Australians use a rise in tone at the end of a sentence to indicate a question. (Although, many Australians naturally raise their tone at the end of a sentence when it is not a question as well!)
• Intonation is also about emphasis: which words in a sentence are stressed or emphasised is important.
• Intonation also relates to a person’s tone of voice. This is the emotion behind what the speaker is saying and how they are expressing that emotion through their voice.
2 Volume
• Volume is how loudly or quietly a person speaks.
• Volume also relates to the projection of a person’s voice.
3 Pace
• Pace is how quickly or slowly a person speaks.
• A speaker can change pace within a sentence and across a speech.
• Pace is often connected to intonation and volume; together, these three elements build meaning and expression.
4 Pause
• Pause relates to where and for how long a person pauses between words and sentences.
• Speakers use pause for effect and to make the meaning of their words clear.
• Verbal pauses (for example: um, you know, like, ah) are used by speakers to give them time to think, and to make it clear to their audience that they haven’t finished speaking. Verbal pauses are not formal speaking techniques, but they play an important role in day‑to‑day speaking and listening.
5 Register
• There are five types of register: static, formal, consultative, casual, and intimate: – static: a register that is ‘frozen’ in time and never changes; for example: the Lord’s Prayer and the Pledge of Allegiance)
– formal: a register used in formal situations that is impersonal or one‑way in nature; for example: speeches, sermons, and announcements
– consultative: a register used in standard communication that is respectful, professional, and where users communicate in a mutually accepted structure; for example: doctor–patient, teacher–student, and lawyer–judge
– casual: a register used by friends involving slang, informal structures, and sometimes vulgarities; it is a group accepted language; for example: teammates, blogs, and conversations with friends – intimate: a register reserved for close family and intimate people that can vary in style and expectations but is private between those communicating; for example: husband–wife, between siblings, parents–children.
• The type of register a speaker uses depends on the audience (who), the topic (what), the purpose (why), and the location (where).
Body language
While a picture can paint one thousand words, a person’s body language can convey a lot about what they are thinking and how they are feeling. Combined with what a person is saying, body language can reassure, build confidence, and confirm that what is being spoken is the truth … or not!
Body language can be divided into three main components:
1 Hands
• Hand gestures are a natural way for people to add emphasis, direction, clarification, or specificity to what they are saying.
• Different hand positions can indicate different things. For example, open, relaxed hands show confidence and trust, while closed or clenched fists can indicate anger, frustration.
2 Body
• Whether standing or seated, having an ‘open body’ (with arms to the side, chest proud and facing the person or audience) indicates confidence and a willingness to accept other people.
• A person’s ‘stance’ refers to their posture. This is more than having a straight back; it also relates to the way a person’s feet are positioned (not crossed or fidgeting), how they use their arms, and how they control their whole body.
3 Face
• Many people show their thoughts and emotions through their facial expressions: either consciously or unconsciously. A lot of expression comes from a person’s eyes and mouth. Also, the tension (or lack of) within the muscles of a person’s face can indicate how they might be feeling.
• Eye contact is a powerful tool that can be used to assure, threaten, or connect with another person or audience. There is a difference between positive eye contact and staring: when two people have positive eye contact, there are ‘pauses’ in their direct eye contact. When speaking, you can make your audience feel like you are making eye contact with everyone by ‘sweeping’ the room with your eyes.
Spoken versus written language
There are significant differences between spoken and written language, which is why we need to practise both. These differences are outlined in the table below.
Features of spoken language
Spoken language:
• is older than written language
• is more informal and simpler than written language
• is mostly used between people who are in the same place
• can use tone, pitch, volume, and intonation to express emotions and ideas
• is often temporary since it happens in the moment (unless it is recorded)
• doesn’t have to be explicit; it often contains repetition, incomplete sentences, interruptions, self‑corrections, shared experiences, and a ‘stream of consciousness’
• is fleeting and moves in real‑time; the listener can interact and request clarification, but they must follow the speed set by the speaker
• content is ‘diluted’ with many more words, repetitions, glosses, fillers, and redundant passages
• takes place with interacting listeners and immediate feedback
• often involves improvising and thinking on the spot
• is much faster than writing; although it’s slower to explain
• is acquired intuitively (on its own without being taught)
• is more common than written language (most people speak far more than they write)
• is more important for survival in society.
Accountable talk
Features of written language
Written language:
• is younger than spoken language
• is more formal and complex than spoken language
• can be used to communicate across time and space
• can use headings, punctuation, layout, and symbols to express emotions and ideas
• is often permanent (unless it is deleted)
• is explicit as it must be clear; it is usually grammatically correct and may contain long sentences in complex tense
• is fixed and stable; it can be read at whatever time, speed, and thoroughness the reader wishes
• has denser content: written texts say more using fewer words, which have been carefully and deliberately selected
• has no assumed relationship (depending on the text type) between the written text and the reader
• is organised and formulated: the writer has had time to edit the text for clarity
• is much slower than speaking; however, reading is faster than listening to someone read aloud
• is deliberately taught and learned
• is less common that spoken language (most people write far less than they speak)
• is used academically and in society to determine people’s status or ability (people are often judged on their ability to write).
Accountable talk involves asking questions to make sure you fully understand what is being read or spoken. Accountable talk also involves being held accountable to your opinions by supporting them with evidence. This can be a powerful way to critically think about a text, topic, or situation and to brainstorm appropriate ideas and evidence. When practising accountable talk, the first step is to challenge, extend, and reflect on a text, topic, or situation. When teaching accountable talk, teachers often provide sentence starters (such as in the table on the next page) for students to practise speaking accountably.
Phrases to challenge
• Why did …
• Perhaps an alternative could be …
• How many …
• Who else …
• Can you explain …
• It says in the text …
Phrases to extend Phrases to reflect
• Will you tell me more about …
• Maybe we should add …
• Don’t forget …
• Next time you might try …
• Can you restate …
• Will you give me another example …
• I believe this is true because …
• I wonder why …
• I have a question about …
• I changed my mind because …
• I would like to add …
• So are you saying …
The second step when practising accountable talk is to work on supporting your opinions with evidence. Initially, you can word this using sentence starters like these:
• I think or know this because …
• I agree or disagree with this because …
• I am confused or uncertain about this because …
• I can prove this because …
• I believe this is true because …
Next, use the ‘Finding appropriate evidence’ section (page 172) to help you work out which types of evidence will best support your opinion.
Active listening
We listen to receive information, build our understanding, and to learn. We also listen for enjoyment. Yet, we only remember between 25–50 per cent of what we hear. One way to become a better listener is to practise active listening. This is where you make a conscious effort to hear the complete message being communicated and you do not allow yourself to lose focus.
An important part of active listening is to let the speaker know you are listening to what they are saying (verbally or through body language). By responding to the speaker, it encourages them to continue, so you can get the information you need.
There are five key active listening techniques:
1 Pay attention
Often, during a conversation, we are thinking about what we are going to say next, rather than listening to what a person is saying to us. By paying attention, we not only take in the words being spoken, but we also notice the speaker’s tone, expression, and body language. Paying attention requires you to stay involved in the conversation and to not get distracted by other things around you or by thoughts about other things.
2 Show you are listening
Sometimes, making eye contact can seem forced; however, it is the best way to show a person you are actively listening to them and connecting to what they are saying. This doesn’t mean you have to stare at them intensely! You can also show a speaker you are listening through your body language (face the speaker and don’t fiddle with or get distracted by other things), your facial expressions (show that you are engaged, and express appropriate emotions), and by nodding.
3 Provide feedback
You can provide feedback, either verbally or non‑verbally. Verbally, to show a person you have listened and connected to what they have said, you can ask questions, give insights, and connect what they said to something else. Non‑verbally, while a person is speaking, you can nod, use gestures, or use facial expressions to provide feedback about how you either agree or disagree with what is being said, or how what is being said makes you feel.
4 Defer judgement
Active listening involves consciously engaging with what is being said. Part of this process is to defer judgement until the speaker has finished speaking. This means that rather than assuming a person is wrong, or searching for flaws in what they are saying, you listen with an open mind and wait until the speaker has finished before you decide what you think and how you feel about their speech. Often, we only listen to the first few things someone says and then we switch off; active listening means we listen to everything a person says and then use all the information to make an informed decision.
5 Respond appropriately
Different situations have different appropriate responses. For example, if someone is giving a speech, then it is appropriate to clap once they have finished. Whereas during a conversation, nodding, asking questions, and adding statements or information are appropriate responses.
